I was once certified to teach although this is a bit of ancient history. I share this only to lend credence to my opinion on an issue in education today. Truthfully, I remember very little about my education courses except Piaget’s Theory of Cognitive Development or as I always refer to it Piaget’s Theory of Readiness. For some reason, that concept really struck a chord with me and I have referred to it often during the years since college graduation. This theory describes the incremental, developmental learning of babies and children. Recently, The Washington Post had an article written by a distressed Virginia pre-school teacher entitled: “I pushed my pre-K students toward reading. And I feel guilty about it.”

I hear you, sister. My kids did not read particularly early. Based on what I know, they were normal –read: average. Normal is apparently no longer good enough. I know there are children who start reading when they are 3 and 4. That information is enough to make any secure parent insecure. I just want to reiterate that there is no evidence that hurrying kids to read really helps them. They get it when they are ready. Ergo, my love of Piaget. Parents, please read this next sentence from the article: “No research documents long-term gains from learning to read in kindergarten.”

The article also points out that the more time teachers devote to preparing pre-Kers to read, the less time there is for the kids to play. Play is what is truly important at pre-school age, but it seems to be so undervalued and out of vogue these days. Parents, take heart. Your kids are going to read someday—whether that day comes in pre-K or K or first grade doesn’t matter. Surround them with books, read to them, and let them experience your love of reading. Your child will read when he or she is developmentally ready. In the meantime, take the pressure off you and your kids. Let them play!