It's true that babies know more than psychologists believed a century ago. However, I doubt kids know as much as Alison Gopnik claims they do. For that matter, most adults are no great shakes in the logic department.
Many new parents nowadays find comfort in the newfound brilliance that their tiny, non-verbal children may demonstrate in laboratory settings. But what implications do these lab findings hold for the day-to-day experiences of babies and those who care for them?
Think of it; none of these characteristics are present in our standard schools. In our standard schools we deprive children of the conditions they need to educate themselves, and then we try to teach them something.
I worry that the focus on developing standards and assessment measures to frame and evaluate children's learning in pre-K programs obscures the need to think deeply about what children in these programs should be doing on a daily basis.
Not everyone shares the Western assumption that children should have an extended, protected childhood. The circumstances of life in different parts of the world create different assumptions about what childhood should look like.