Well, seems things are progressing in Education Theory, as it has only taken
20 years to discover that "constructivism" isn't working. See Education
supplement to "The Age" of 18th March, and article entitled "New call to
'teach basics'."
This contrasts with several generations to find Whole Word inferior to
Phonics.
In both cases, the innovation is couched in terms of benefit to children,
but cynics note that each makes life easier for teachers - throwing onus for
educational progress on the children.
At primary school age, children are not university students - they need
guidance and firm instruction; indeed, welcome it.
There is still scope for making schooling as interesting as possible; nor
need rote learning be seen as the only alternative.
A Primer (initial school "Reader") should be fundamental (in my view) to
teaching of Phonics; and Structured Lessons is the answer to Constructivism.
In all cases of Pedagogic Innovation, dogmatic insistence on "because it's
new, it's progress" is a recipe for disaster. Instead, an Experimental, and
Control, group, is needed, whereby if the "Brilliant New Scheme" shows signs
of causing mental confusion among Infant Victims, back-tracking and remedial
work can be done. That is, bring in Scientific Methodology - always judging
solely by results.
Children are not necessarily more stupid than adults; they just haven't
been here as long.

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