More science and maths, a deeper understanding of literacy and changing the way educator’s relate to their pupils has doubled comprehension skills, seen a 28 per cent improvement in numeracy and prompted significant social and emotional development in NSW pre-schoolers — all in a matter of months.

The ‘Leadership for Learning’ teaching program trial was so successful experts are calling for it to be rolled out, statewide.

But is it too much too soon? Should four year olds be finger painting and having fun, or should the year before school be spent with a greater focus on learning?

The Fostering Effective Early Learning study, conducted by the University of Wollongong’s Early Start research team, tested 1300 youngsters at 83 early childhood centres across the state.

Staff at 38 of the centres were taught the Leadership for Learning program, comparing its effectiveness to the 45 who didn’t use the program’s teaching methods.

“We saw increased engagement and a desire for learning among the children, and parents reported increased vocabulary and increased use of questions and curiosity, and an increased passion for learning,” says Cathrine Neilsen-Hewett, Academic Director of the Early Years at the University of Wollongong.

Ms Neilsen-Hewett says children were never too young to learn, and they could never ‘learn too much’ before school.

“I like to call it life readiness, not school readiness,” she told Saturday Extra.

“We set them up for success in life.

“We focus on the fundamental skills of numeracy, the understanding of patterning, critical thinking and knowing how to control emotions.

Director of Shoalhaven Preschool, Kim Stouse-Lee participated in the study as a control group, but later, was given access to the training.

“We learned about self regulation, leadership, numeracy, literacy and science,” she says.

Ms Stouse-Lee says educators gave children the space to be the problem solvers, the thinkers — leaders in their own learning.

“This is intentional teaching, where teachers are deliberate and purposeful in every interaction, and this can include waiting or when to ask an open ended question,” she explained.

“The children who participated became confident engaged learners that transitioned to school successfully.”

She says ‘dialogic reading’ had made a significant change at story time.

“We had always read to children, we shifted our focus to read ‘with’ children,” she says.

“We saw children become the story tellers, to wonder, relate and predict, to want to make their own books, rather than being passive recipients of stories.”

Picton father of two Sam Dwyer says his sons Jude, 4, and Fionn, 6, both benefited from the program at Gumnut Preschool in Bowral.

“I’d love to see it rolled out across the nation … currently kids early education feels like a crapshoot,” he says.

“We’ve had moments where my wife and I literally walked into centres, took one look around and just walked straight out — and I don’t feel that’s us being particularly picky.

“The Gumnut model is really the best we’ve seen and we honestly couldn’t be happier with its impact on our kids and preparing them with the skills and capabilities they need for school and beyond.”

Mr Dwyer says educators were quick to adapt their lesson plans to whatever the children were interested in, like science experiments.

“It’s an extraordinary relief as a parent to see people as invested in helping your child as you are.”

Clare Ellerington, from Callala Bay on the NSW south coast, says her children Anya, 10, Morten, 6, and Amalie, 4, had all attended Shoalhaven Preschool, with the youngest participating in the study.

“Reading and story time has changed significantly — teachers mentored the team in dialogic reading that focuses on reading with children rather than simply reading to children,” Ms Ellerington says.

“This involves small groups and lots of questions and conversation to support language development for the children.

“I have noticed at home that at bedtime reading time my youngest child asks more questions about the story and the pictures and we have more discussion topics nowadays.”

Some parents aren’t so sure. Sydney mother of three Claire Neil says preschool should be more about fun than structured, focused learning.

“It should be more about fun and play based learning,” she says.

“They have so many years of learning ahead of them.

“I think it can be too much too soon — helicopter parenting, rather than being bored at school.

“They learn so much through play — we should let them be kids.”

Northern Sydney mother of three Stephanie Sheppard says her daughter’s preschool used play-based learning targeting their interests.

“Only last week Rose was interested in writing using her version of letters, so they encouraged her and made a post box and extended it to that type of play … I think if they show an interest in things like academics then they should encourage it, but I don’t think it should be structured like school in learning alphabet sounds or letters,” she says.

“There is plenty of time for that.”

Former Sydney mum, Daniela Minns, recently moved her family to the Netherlands and praised their approach to play-based learning — their model is similar to that of Finland, world-leaders in education, where children don’t start literacy programs until the age of seven.

“My kids have learnt to focus on problem solving — on forming their own opinions, not simply regurgitating the opinions of others.

“They are engaged, interested — and yes, they play at all levels.

“I think we’re at risk of raising a generation of kids who switch off to learning because it’s all too much too soon.

“They’re overwhelmed by the pace we expect of them in the current system.

“I’ve certainly seen a big change in my kids attitudes towards school since we moved.

“They’re excited about learning and no longer see it as ‘work’.”

“Between the way we teach and the poor stressed out parents, we have a generation of kids who will hate school and switch off learning.”

Principal of Farmhouse Montessori, Gavin McCormack, says important foundations for a child’s educational journey were established during their formative preschool years.

“The key to establishing a stable foundation for any pre-schooler, is to design a curriculum and learning environment that allows children freedom, socialisation, academic success and emotional intelligence,” he says.

“The only constant in education is change — and although prescribed curriculums that minesweep entire sectors of the education system are great starting points, they must be designed to allow teachers to individualise their teaching approach to match the needs of the individual children.

“Innovations such as these are key components to educational success.”

Ms Neilsen-Hewett adds: “It’s critical engagement and paying attention — and, can they stop playing with a toy when you’re asked — then you’re ready for life, and ready for school.

“And if you’re ready and engaged, then you can read well and do maths quickly.”

She says the empowerment of staff was also a breakthrough.

“We wanted them to understand their purpose and reinforce the significant role they play in shaping children’s lives,” she says.

“Care is important, but we wanted them to see themselves as educators — they are critical in a children’s educational journey.

“As an educator, you need to realise every day you walk through the door you have a power to change a child’s pathway.”

The program taught educators to involve pre-schoolers by asking open-ended questions, and to ‘observe, wait and listen’, to encourage discussion, critical thinking and problem solving.

When reading a book, educators were told to tell children the title, and discuss the author. Ask questions to build their interest, make connections between the story and their own lives, and recall the story to help with comprehension. There was a greater emphasis on science and experiments, self-regulation, and encouraging pupils to ask questions.