Learning About Learning: 

With some of our technical articles, I will begin with a TLDR section.

TLDR - standing for Too Long, Don't Read - is a summary of the main points covered in the article.

TLDR    

•    A new mega-study (34,000+ top adult achievers) suggests that being a “star” early on          often doesn’t predict being world-class later.        

•    Many of the highest adult performers started with breadth (dabbling across disciplines)       and improved more gradually over time.        

•    Early specialisation can speed up early wins, but it also raises risks like burnout,                     overuse injuries, and missing the thing a child might truly thrive in.      

•    There are important exceptions (like chess and some music), and the evidence there is       more nuanced.      

•    For whānau, the best long-game support is: keep options open, protect joy, celebrate          progress, and let motivation come from the child.  

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The Long Game Of Learning: Why Dabbling Early Can Lead To Thriving Later

One of the biggest myths in education and sport is that the “best 10-year-old” is automatically on track to be the “best adult”. A large study drawing on 19 datasets and over 34,000 top adult achievers (across sports, science, music, and chess) suggests the opposite: early dominance is not a reliable predictor of later greatness. 

 

Across many fields, the pattern looks like this: young “prodigies” often specialise early and rise quickly, while many of the people who later reach the very top tend to begin with broader exploration and a slower early pace.    

A whakataukī that fits here is: 

“Mā te huruhuru ka rere te manu” (with feathers, the bird will fly). 

Our job as adults is to help children gather feathers: skills, experiences, confidence, friendships, curiosity, and identity.

What the research is really saying (and what it isn’t)

1) Early pressure for “peak performance” can backfire

In Brad Stulberg’s summary of the study, a key takeaway was that many top achievers weren’t the standout performers early on.   In sport, knowledge work, and academia, the data were especially strong: in these areas, over 90% of top adult performers were not top performers in youth.  

That does not mean children shouldn’t work hard or commit to something they love. It means we should be cautious about turning childhood into a high-stakes race.

2) “Very good” as a kid is different from “world class” as an adult

One of the most helpful distinctions in the commentary is this: many early specialists do become excellent adults, just not always the very top tier. The world-class group often had a different pathway, with more breadth early and stronger improvement later.  

That’s a hopeful message for lots of our learners (and adults). As one reviewer put it, the tortoise often beats the hare.  

3) Why might breadth help?

The researchers offered three plausible reasons:    

•    Trying more things increases the chance a child finds a genuine “fit”.      

•    A variety of challenges can build a stronger capacity to learn over time.      

•    Putting all eggs in one basket can raise injury and burnout risk.  

At Western Heights School, we see this play out in everyday ways: children who build confidence through sport, culture, the arts, leadership, or service often bring that confidence back into reading, writing, and maths. Learning is connected.

The important nuance: some fields are different

Not every domain works the same way. The commentary points out that for “kind” environments, where rules are stable, and feedback is immediate (often cited examples include high-level chess and some classical music), early specialisation may matter more. 

It also highlights that small sample definitions can distort conclusions in those areas.  

So the balanced message is:    

•    Most areas of life we want for our children (future jobs, relationships, wellbeing, leadership, learning agility) are “wicked” environments where adaptability matters.      •    Even in specialist domains, it’s a gamble to push too hard too early, and motivation still needs to come from the child.  

What this means for our WHS whānau

Here are a few practical “WHS-style” takeaways you can use at home:    

1.    Prioritise joy and curiosity first.

If an activity is draining the joy out of your child, the long-term benefits shrink fast. Protect play, friendships and balance.    

2.    Keep doors open in Years 1–6

Encourage your child to sample: sport, arts, kapa haka, coding, chess, dance, language, music, and service. 

The point is not to be the best now. The point is to discover who they are becoming.   

3.    Praise growth, not ranking

Try: “I noticed you stuck with it for that tricky part” or “Your practice is paying off.” 

This fits our BEAM thinking: progress is the goal.    

4.    Let commitment emerge over time

When children choose to commit more deeply later, they bring stronger intrinsic motivation with them. 

Supportive, not overbearing, is the sweet spot.      

5.    Watch for early warning signs

If you notice ongoing stress, injury niggles, sleep disruption, or a child who suddenly wants to quit everything, that’s information worth acting on early.  

Something to try this week:

This week, ask your child one simple question: “What’s something new you’d like to try next?” Then help them take one small step towards it, even if it’s just a taster.