I just think kids are better off learning more general areas - math, physics, chemistry, writing/literature, social sciences, economics, and BASIC (pun intended) computer science/programming. Leave the specialization to a time where they know what that even means.
On the one hand, I want to agree with you. My personal feeling is that kids (especially nowadays) should learn to play first, and spend sufficient time outdoors. I think schooling (12 years in my locale, excluding prescool), is mostly a waste of productive (from a kid's perspective) time, designed to keep kids occupied while their parents earn enough to pay the taxes.
On the other hand, there actually were some influences during my primary school days (late 1970's) that may have helped a lot to steer my interests years and decades later: yes, general physics and chemistry as applicable to daily life, but also electricity. I built, or tried to build, various rudimentary switching circuits up to and including home-made electromagnets, home-made microphones, home made electric motors.... On overriding memory about my childhood were that there never was enough batteries, flashlight globes, wire, and other materials and tools (my parents were somewhat frugal, WWII babies as their were) - things had to be improvised and scrounged from garbage, and often my grand plans didn't work out, which left me with a sense of failure. Oh, I also remember a toy built from carton out of a children's magazine that purported to be some super computer (actually just a channel for a marble to roll along and 3 gates that would influence the destination the ball would land at). This was somewhat of a marvel to me at that age, but after I opened it to figure out it's working so as to be able to replicate it electrically with some globes, switches and a battery, I realized just how rudimentary it was.
Then along came secondary school, during which I taught myself to program a relative's ZX Spectrum, as well going to a school which at some point installed a computer lab, and being able to take a (extra) computer class. However, during those days the elder generation still were quite wary of this new-fangled thing and my computer time was minimal. Which might have been good, due to a wide range of other experiences gathered during those days. My eventual decision to go into computer science was only cemented during college.
Yes, I think I agree in general with you. Nowadays, IT is moving so rapidly that I don't think it will do much good to give very specialized instruction to kids, especially at primary school level. Won't help them much by the time they leave school. But exposing kids to as wide a range of interests as possible, and enabling them to explore their curiosity further when they seem interested by something, while also guarding against on-track-mindedness, seems to be the best formative education policy. Which doesn't always gel well with the modern production line school system.