Asst. Prof. Merve Yüksel Kadıoğlu from Üsküdar University Faculty of Health Sciences, Child Development Department, made evaluations regarding the effects of learning to read and write in the preschool period on child development.
“Early reading is not a guarantee of lasting success”
Asst. Prof. Merve Yüksel Kadıoğlu pointed out that children's developmental paces differ, stating that learning to read and write before starting school should not necessarily be considered an advantage for every child.
Kadıoğlu noted that research shows children who start reading at an early age may appear ahead of their peers in the initial years, but this difference can close in later years, and continued:
“Every year as September approaches, the same discussion comes up for families: If the neighbor's child or a classmate's child can read and write, should mine too? Experts give families a calming yet striking message on this matter: Early reading alone is not a guarantee, and in some cases, if applied incorrectly, it can backfire.
In a long-term study, children who started reading at age 5 were compared with children who started at age 7. In the early years, those who started early were ahead in reading letters and words. But by the time the children reached age 11, this gap completely closed; moreover, children who started later achieved better results in reading comprehension skills.”
Constant academic work instead of play is not right
Kadıoğlu emphasized that the primary purpose of preschool education is not to teach the child the primary school curriculum early, and stated:
“A similar picture emerged in another study that followed children who received intensive academic education in preschool versus those who received play-based education for years. In the first years of primary school, there was no difference between them. But by the fourth grade, the grades of children who received early and intensive academic pressure began to drop in almost all subjects; while the grades of children who received play-based education improved. According to researchers, the reason for this is that as children grow, school demands more autonomy, curiosity, and self-confidence from them. These are skills that develop not through memorizing letters, but through play and exploration.”
“School readiness does not mean memorizing letters”
Kadıoğlu emphasized that when evaluating whether a child is ready for school, one should not only look at whether they know letters and numbers, saying, “According to experts, what is truly important for school readiness is not that the child knows letters; but that they can focus on a task, wait their turn, use scissors and a pencil, color, have a rich vocabulary, understand and follow instructions, and establish healthy relationships with their peers. Research shows that fine motor skills (such as pencil grip, scissor use) and self-control – meaning the ability to concentrate and manage impulses – are among the strongest predictors of reading and math success in primary school. A child's ability to follow the lines on a coloring page or wait their turn during play actually provides more clues than simply knowing letters by heart.”
Children who know how to read can get bored in class
Kadıoğlu also mentioned that another point to consider for children who have learned to read and write before starting school is classroom motivation, stating, “There's another side to the coin: The risk of boredom and loss of motivation in class for children who start school already knowing how to read is real. Research shows that teachers are well-intentioned and supportive towards these children, but often do not know how to engage them in an enriching way within the classroom. This can lead to a lack of interest in lessons over time, and even, in some cases, social exclusion among peers. The suggested solution is not to advance the child to a higher grade; but to offer them enriched books and additional activities in the same class.”
Beware of the pressure: “Everyone else's child is reading!”
Kadıoğlu pointed out that comparisons among families can create significant performance pressure on the child, noting:
“Research shows that parental anxiety about education directly transfers to the child: An anxious parent first experiences their own fatigue and tension, and the child feels this tension and may gradually become unwilling to learn. Experts warn that comparative expectations like ‘everyone else's child is reading, mine should too’ can turn learning from a matter of curiosity into a matter of approval and performance for the child.”
Do not suppress a child's interest if they are naturally curious
Kadıoğlu noted that some children may show interest in letters and written words at an early age without any guidance, and made the following assessment:
“So, what if the child spontaneously shows interest in letters and words? Experts are clear here: There is no need to suppress this interest, but it should also not be turned into a systematic ‘lesson.’ Answering when the child asks, pointing to words with a finger while reading together, and helping them write the letter they want is sufficient. It is equally important to stop if the child gets bored. In other words, a guiding but non-coercive attitude stands out as the healthiest approach.”
3 important recommendations for families
Asst. Prof. Merve Yüksel Kadıoğlu offered the following recommendations to families during the school readiness process:
“Instead of memorizing letters, support fine motor skills like pencil grip, scissor use, and coloring.
“Read books together, chat, ask questions. Vocabulary and attention are the strongest foundations for reading.
If the child wants to learn letters out of their own interest, support them; but do not force them out of anxiety like “everyone else knows, so should my child.”
