Over the past few weeks, we have received requests from some parents asking for daily homework for their kindergarten-aged children. While it may be tempting to accommodate these requests, we always turn to the foundation of our educational model to guide our decisions. At Vedic Roots, we do not assign daily homework to our kindergarten students, and we would like to share the reasoning behind this approach.
Our educational framework is deeply rooted in the Panchakosha Philosophy, which recognizes that during early childhood, the Annamaya Kosha (physical development) and Pranamaya Kosha (vital energy) layers are in their formative stages. Our focus during this period is to nurture these aspects holistically.
Through this approach, we work with children to develop:
- स्वाद संयम (Swad Sanyam) – Discipline in eating, understanding both quantity and quality of food.
- वाणी संयम (Vani Sanyam) – Discipline in speech, learning when and how to express thoughts.
- अर्थ संयम (Artha Sanyam) – Understanding value—differentiating between needs and wants.
- समय संयम (Samay Sanyam) – Awareness of time, respecting one’s own and others’ time, and understanding when to be punctual versus when to relax.
For young children to develop appropriately, they need:
Our approach is supported by extensive research in early childhood development, neuroscience, and psychology. Here are key findings that highlight the importance of a balanced routine and the absence of daily homework at the kindergarten level:
Numerous studies show that children who actively participate in family life develop stronger executive functioning skills, emotional intelligence, and resilience. According to a longitudinal study published in the Journal of Developmental & Behavioral Pediatrics, young children who regularly help with household chores tend to have better time management skills, self-regulation, and a higher sense of responsibility as they grow older (Klein & O’Brien, 2016).
Additionally, research from Harvard University's Center on the Developing Child emphasizes that serve-and-return interactions—where children engage in responsive conversations and social exchanges with caregivers—build neural pathways essential for cognitive and emotional development (Shonkoff & Phillips, 2000).
Thus, meaningful engagement at home, such as setting the table, helping with simple tasks, and having uninterrupted conversations with family members, is far more beneficial for a child's development than formal homework at this stage.
The importance of adequate sleep in early childhood cannot be overstated. A study in Pediatrics (Hirshkowitz et al., 2015) found that children aged 3–5 need 10–13 hours of sleep per night for optimal brain function, memory retention, and emotional stability. Excessive cognitive stimulation—such as structured homework in the evening—can lead to increased cortisol levels (stress hormone), making it harder for children to fall asleep and negatively impacting their overall well-being (Leproult & Van Cauter, 2010).
Furthermore, the American Academy of Pediatrics recommends that young children wind down with calming, screen-free activities before bedtime, rather than engaging in structured academic work, to support healthy melatonin production and sustained attention during the day (Mindell et al., 2017).
Thus, unstructured play, family bonding, and storytime in the evening are crucial in fostering a well-rested, attentive, and emotionally balanced child.
A common misconception is that young children need formal academic tasks to learn effectively. However, extensive research in developmental psychology shows that learning at this age occurs through play, exploration, and hands-on experiences rather than worksheets or repetitive written assignments (Gopnik et al., 1999).
A study by Brown & Kane (1988) in Child Development found that young children master new skills when they are exposed to them repeatedly in different contexts over time rather than through drill-based practice. This aligns with Montessori principles, which emphasize deep, experiential learning over rote memorization.
Additionally, research from Stanford University’s Graduate School of Education (2014) shows that rote-based assignments at a young age do not enhance learning outcomes and can actually lead to academic burnout and loss of intrinsic motivation.
Thus, instead of worksheets, we focus on repetitive, hands-on engagement in meaningful activities, such as storytelling, creative play, and self-directed learning, which foster a child's curiosity and long-term retention of concepts.
While parental involvement in a child’s education is valuable, well-meaning intervention at the wrong stage or in a different manner than what is practiced in the classroom can lead to confusion and hinder independent learning.
The Montessori method follows a structured, developmentally appropriate progression for introducing concepts. Materials are carefully designed to allow children to explore, make discoveries on their own, and internalize learning through hands-on engagement, rather than through direct instruction or correction. When parents unknowingly introduce different methods at home—such as showing a different way to solve a math problem or prompting a child to write before they have developed fine motor readiness—it can lead to cognitive confusion and loss of independence.
Over-guidance from adults, however, can shift their focus from the joy of learning to a fear of making mistakes, resulting in performance anxiety rather than curiosity-driven learning.
Instead of structured homework or direct teaching, parents can help reinforce their child’s learning in the following ways -
By maintaining consistency between home and school, we can ensure that children develop skills in a stress-free, self-motivated, and joyful manner.
