The Adultification of Preschool

A recent National Academies of Sciences, Engineering and Medicine report on preschool education strikes me as a textbook example of academic overreach. Not only does the report place adult priorities over young children’s developmental needs, it largely downplays the concept of age-appropriate learning, the developmental importance of free play and the need for emotionally responsive caregiving. Its 424 pages are at once vague and lacking in specificity while imposing a rigid ideology-driven framework on preschoolers’ learning experiences.

Yes, this country needs to significantly expand access to preschool. Yes, preschool can contribute to positive social and academic outcomes. But preschool should not be a battleground for adult ideologies. For preschoolers, play and emotional care matter more than abstract academic agendas. Children’s development and age-appropriate learning are much more important than dogma. It’s high time to put childhood first in early childhood education.

Many children today find school joyless, struggle with reading and have difficulty managing peer relationships. The pressure to focus largely on academics overlooks the emotional and social development that is essential for young children’s well-being and future success. Preschool should prioritize making learning enjoyable and fostering curiosity, creativity and social interaction. By emphasizing emotional and social development, preschool can help children build the foundational skills for lifelong learning and positive relationships, which are just as vital as academic readiness.

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Let there be no doubt: I favor expanded access to high-quality preschool. Access to early childhood education and the quality of that education are critical issues with far-reaching implications for children’s development and societal equity. The early years of life are foundational for cognitive, emotional and social growth, and the opportunities—or lack thereof—during this period can shape a child’s future trajectory.

High-quality early childhood education has significant long-term benefits. Children who attend preschool tend to perform better academically, have higher graduation rates and develop essential social skills like cooperation, empathy and emotional regulation. These skills are not only crucial for academic success but also for building healthy personal relationships. Early education lays the groundwork for literacy and numeracy, setting children up for future academic achievement.

Despite these benefits, access to high-quality preschool remains uneven, particularly in underserved communities. Many families, especially in low-income or rural areas, struggle to afford or find reliable early education services. This lack of access exacerbates existing inequalities, putting many children at a disadvantage even before they start formal schooling.

The absence of universal, affordable preschool education widens the achievement gap between children from different socioeconomic backgrounds. Those who miss out on high-quality programs often enter kindergarten less prepared, making it difficult to keep pace with peers. This disadvantage compounds over time, leading to wider disparities in academic performance and future opportunities.

Even when preschool programs are accessible, their quality is not always consistent. High-quality programs require well-trained, emotionally responsive educators, developmentally appropriate curricula and environments that encourage exploration, creativity and social interaction. Unfortunately, many programs lack the resources to provide this level of care and instruction.

Teacher turnover is another persistent issue in early education, driven by low wages and high stress. Underpaid and overworked educators struggle to provide the consistent, nurturing relationships young children need for optimal development. This instability disrupts the emotional and social bonds that are crucial for early learning.

A growing concern is the emphasis on structured academic instruction in preschool, which often fails to align with the developmental needs of young children. Pushing formal math and reading instruction too early can detract from the benefits of play-based learning, the most effective way for preschoolers to develop critical thinking, problem-solving and social skills.

There is also a need for culturally inclusive and equitable preschool education. Children from diverse backgrounds deserve environments that affirm their identities. However, ensuring that inclusivity is developmentally appropriate is a challenge. While introducing children to different languages and cultures is important, it must be done in ways that are meaningful and accessible to very young learners. Abstract concepts like identity and inclusion should emerge naturally from play and exploration, not be imposed as formal instruction.

To address these concerns, policymakers and educators must prioritize expanding access to early childhood education while ensuring high program quality. This requires investing in the training and retention of qualified educators, developing age-appropriate curricula and creating nurturing, supportive environments for all children, regardless of background.

Striking a balance between academic readiness and developmental appropriateness is essential. Rather than rigid academic programs, young children should be encouraged to explore, play and engage with their peers in ways that foster both cognitive and emotional growth. In this way, early childhood education can truly support children’s holistic development while addressing issues of access and equity.

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A leading child development expert recently shared a copy of the National Academies report with an awkward title, “A New Vision for High-Quality Preschool Curriculum.” Though well intentioned, the report offers a deeply misguided approach to early childhood education. As I read its recommendations, I became increasingly disturbed by its focus on abstract, adult-centric concepts that are misaligned with the developmental needs of preschool-aged children.

• An overly ideological focus on adult concepts. The report calls for an equity-driven curriculum with well-defined learning objectives and evidence-based teaching strategies. It favors a culturally and linguistically affirming environment that supports intersectional identities and seeks to foster agency, belonging and group pride in preschoolers. It insists that deficit framing and stereotyped assumptions about children are all too prevalent and that dual-language educators are too rare and that these challenges must be overcome. While these goals sound noble, they raise significant concerns about age-appropriateness.

Preschool-aged children are just beginning to understand their world, learning through sensory experiences, imitation and simple social interactions. Rather than being introduced to adult-driven frameworks, children should be encouraged to explore their curiosity and develop foundational interpersonal skills through play. Concepts like belonging and inclusion arise naturally through play and cooperation—not through structured lessons imposing ideological outcomes.

• Vagueness and lack of clear implementation. Even if we agree that cultural and linguistic affirmation has value in preschool education—that is, beyond celebrating a diversity of holidays and iconic figures and stories, the report offers little clarity on how such affirmations should be implemented. For example, while the inclusion of African American Vernacular English (AAVE) may promote linguistic diversity, how are educators—many of whom are not trained in linguistics—expected to teach and integrate AAVE meaningfully? Without clear guidance, there is a risk of creating confusion around language standards and unintentionally reinforcing stereotypes.

The same vagueness applies to the report’s call to address bias. Although reducing bias in educational materials is crucial, it’s unclear how bias will be assessed at the preschool level, where children are still learning to communicate and socialize. Focusing on such abstract social constructs likely burdens educators with ideological tasks that detract from more developmentally appropriate learning goals.

• Missing the mark on developmentally appropriate learning. The report’s most glaring omission is its failure to emphasize the developmental importance of free play and emotionally responsive caregiving. Instead, it insists on introducing preschoolers to subjects like math, science and multilingualism—without a clear strategy for ensuring these subjects are taught in ways that align with how young children learn. Preschoolers develop math and science skills through hands-on exploration—counting, observing nature and building with blocks—not through formalized instruction.

Moreover, the report barely touches on the crucial role of warm, caring and emotionally attentive caregivers. Secure attachment and emotional connection are foundational for children’s sense of security and self-worth—prerequisites for all future learning and development. By focusing on adult-driven concepts like agency and group pride, the report risks overlooking what truly matters in early childhood: nurturing relationships and emotional support.

• Misplaced priorities: equity versus emotional development. While equity and inclusivity are important in education, the report’s prioritization of these concepts in a preschool context feels misplaced. Preschoolers are not yet equipped to grasp complex social theories like intersectionality, and imposing adult concerns on young children risks distorting their natural learning process. At this age, children learn empathy and social skills through organic interactions, not through ideological filters.

The National Academies’ report prioritizes adult concerns over children’s developmental needs, replacing the critical importance of play and emotional care with abstract educational ideals that are simply inappropriate for preschool-aged children. A curriculum that emphasizes equity-driven teaching strategies and complex social theories may satisfy adult goals, but it fails to address the reality of how young children learn best.

In short, an effective preschool curriculum should focus on fostering young children’s curiosity and emotional growth, not burdening them with academic and ideological concerns beyond their developmental capacity. If I were to rewrite this report, I would emphasize the importance of play, emotionally responsive caregiving and clear, age-appropriate strategies for introducing math, science and language. These are the true building blocks of a strong early childhood education.

The best way to support young children is not by imposing adult concerns, but by creating an environment where they can naturally explore the world, build relationships and develop the foundational social and emotional skills that will support them for life.

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The National Academies report reflects a growing trend—toward the adultification of preschool, applying academic pressures, structured curricula and performance expectations to very young children—practices more suited for older students. This shift reflects a misplaced focus on preparing children for formal schooling at an earlier age, often at the expense of developmentally appropriate practices like play, exploration and emotional growth. The result is a distortion of how young children naturally learn and develop.

• The shift toward Academic rigor. In recent years, there has been a strong push to introduce academic subjects like math, reading and science into preschool settings. The belief is that early academic exposure will give children a head start, preparing them for kindergarten and beyond. As a result, structured lessons, worksheets and assessments—once reserved for elementary education—are increasingly becoming part of the preschool day. While academic readiness is important, pushing academic content too early overlooks the developmental needs of preschoolers. Forcing them into structured academic tasks too soon can lead to stress, frustration and disengagement from learning.
• The decline of play-based learning. One of the most worrisome consequences of preschool adultification is the decline of play-based learning, the most effective way for young children to develop cognitive, social and emotional skills. Through play, children learn critical thinking, problem-solving, creativity, language development and emotional regulation. Play is essential for fostering collaboration and social competence.

The focus on structured academic activities, however, often comes at the expense of unstructured, imaginative play. This shift narrows the scope of learning, prioritizing academic milestones over holistic development. The National Academies’ emphasis on formative assessments and measurable outcomes, such as reading or math proficiency, risks sidelining the intangible but essential benefits of play.

• Emotional and social consequences. The adultification of preschool doesn’t just affect cognitive development. Preschool is a time when children learn to navigate relationships, understand emotions and build a sense of self. These developmental milestones are best supported by warm, responsive caregivers and opportunities for free play with peers.

When preschools start to resemble academic classrooms—with an emphasis on testing, performance and behavior management—children may experience stress and pressure inappropriate for their age. Such environments may also reward compliance and academic achievement over creativity, curiosity and social cooperation. This focus on conformity can stifle children’s enthusiasm for learning and exploration, diminishing their intrinsic motivation.

Moreover, a structured, academic focus can erode crucial social learning opportunities. In highly regulated settings, children have fewer chances to engage in peer-led, unstructured play, which is vital for developing social skills like sharing, negotiation and conflict resolution. These skills are essential for long-term success but are often overlooked in academically driven preschool programs.

• The role of policy and parental expectations. The adultification of preschool is also fueled by policy decisions and societal expectations that increasingly emphasize school readiness and academic achievement at younger ages. Many parents, eager to give their children an early advantage, are led to believe that formal academic instruction is the key to success. However, this mindset ignores that young children learn most effectively through play and natural interactions, not through rigid academic instruction.
• Moving toward a balanced approach. To counter the adultification of preschool, we need to return to developmentally appropriate practices that respect the unique needs of young children. High-quality preschool programs should focus on fostering curiosity, social-emotional development and cognitive skills through play, exploration, storytelling and relationships. This doesn’t mean eliminating academic content, but rather integrating it in ways that feel natural and engaging to young learners.

For instance, math and science can be introduced through hands-on activities like block building, counting objects or observing nature. Language and literacy can be developed through storytelling, conversations and imaginative play. These methods allow children to grasp important concepts without the pressure of formal academic environments.

In addition, fostering emotionally responsive relationships between children and caregivers is crucial. Young children need the security of warm, caring adults to thrive. Teachers should be trained to prioritize social and emotional development alongside cognitive growth, creating preschool environments where relationships, empathy and emotional well-being are as important as academic learning.

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If we truly aim to create a more equitable educational system, achieving greater integration across class lines and eliminating schools with high concentrations of poverty is essential. Schools with high concentrations of poverty struggle with fewer resources, higher teacher turnover and lower academic outcomes. By contrast, more economically integrated schools tend to offer better opportunities for all students, regardless of their socioeconomic background.

Students in high-poverty schools are more likely to experience food insecurity, housing instability and stress at home, which hinder academic achievement. In addition, underfunded schools in lower-income neighborhoods often lack the resources—such as updated materials, technology and experienced teachers—needed to provide high-quality education. High poverty levels can also contribute to behavioral issues, absenteeism and a lack of parental engagement, further exacerbating the educational gap.

Socioeconomic segregation in schools widens the achievement gap between wealthier and poorer students. Schools with a mix of students from different socioeconomic backgrounds are better positioned to provide high-quality education, as they often have more resources, stronger parental involvement and a culture of higher academic expectations. Economically integrated schools can break cycles of generational poverty by offering all students access to the same opportunities, regardless of background.

Integrating classrooms across class lines fosters environments where children from different backgrounds learn and interact together, reducing educational inequality. Schools that are more socioeconomically diverse not only offer a richer academic experience but also expose children to diverse perspectives, helping to break down stereotypes and biases. Students in integrated schools often benefit from more experienced teachers, better school facilities and access to a broader range of extracurricular activities—all factors that contribute to a more well-rounded education.

The need for greater integration and equity extends to preschool education, which lays the foundation for a child’s academic and social development. Preschools serving low-income communities typically face the same challenges as K-12 schools with concentrated poverty. If we want preschool to be a true equalizer, efforts to integrate preschool programs across class lines are crucial. Early childhood education can play a critical role in leveling the playing field, but this will only happen if we address the inequities that begin at the preschool level. To achieve meaningful integration, however, policy changes are needed, above all, greater access to neighborhoods with successful schools.

By promoting economically integrated classrooms and investing in high-quality early childhood education for all children, we can begin to break the cycle of inequality that persists throughout the educational system. Equity in education requires more than just funding adjustments—it demands that we rethink how we structure and integrate our schools, starting from the earliest years.