Over the past decade as an Educational Therapist, I have witnessed a remarkable shift in early literacy expectations. Children are now expected to master reading and writing skills at ages younger than traditionally considered developmentally appropriate (Chall, 1983; Suggate, 2009; Snow & Matthews, 2016). While these shifts reflect societal values such as competitiveness and aspiration, they also create tension between what we hope children can achieve and what their developmental readiness actually allows.

This article offers my professional observations, grounded in educational research, on how early literacy demands have changed, the impact these shifts have on young learners, the importance of age-appropriate milestones, and why we must avoid penalising children for achieving milestones on their own timeline. I also highlight a crucial group often overlooked: children with comorbidities, co-occurring learning differences or developmental disorders, whose learning trajectories may diverge from typical patterns and therefore require tailored, individualised support.

1. How Early Literacy Expectations Have Shifted

When I first entered the field, preschool literacy expectations were modest and aligned with developmental norms. Kindergarteners were expected to recognise letters, understand early phonics, and write basic words. Today, the landscape looks very different. While some preschools continue to uphold age-appropriate literacy milestones, many others now expect children to read graded books fluently and produce organised writing, and acquire complex spelling patterns before they even enter Primary One.

Frameworks such as Singapore’s Nurturing Early Learners (NEL) Framework, 2022, developed by the Ministry of Education, set guidelines for quality teaching and learning for children aged four to six and outline learning goals expected at the end of preschool. The framework emphasises holistic development, supporting learning through play, purposeful interactions, and integrated experiences across physical, social, emotional, language, and cognitive domains. Despite these intentions, heightened parental expectations and the growth of the enrichment industry have contributed to an accelerated early literacy environment, creating tension between societal aspirations and children’s developmental readiness. From my perspective, this acceleration often stretches beyond what many young children are naturally ready for.

2. Why Age-Appropriate Milestones Matter

Milestones are meant to guide, not pressure, young children. They help us understand what skills are typical at each age, while reminding us that development varies widely among learners.

Typical literacy signs include:

• Ages 3 – 4: Recognising familiar letters, enjoying rhyme, and showing interest in books.
• Ages 5 – 6: Beginning to match letters to sounds, forming letters more consistently, and reading simple CVC (consonant–vowel–consonant) words.

Struggling to reach a milestone does not mean a child is failing. They may simply need a different teaching approach, more time, or extra support. Development does not progress by societal timelines, it unfolds neurologically and individually.

3. What Research Shows and How It Reflects in Practice

Research consistently confirms that literacy development varies widely in early childhood. Neurological readiness between ages four and seven differs greatly among children (Lonigan & Shanahan, 2010; Snow, 2011). Studies also show that accelerated literacy expectations may yield short-term gains but introduce long-term risks such as increased stress, decreased motivation, and avoidance of literacy tasks (Bassok et al., 2016).

In my work, I often see these findings reflected in the children I support. Some children who appear “behind” are simply being asked to perform tasks before they are cognitively ready. When expectations exceed their developmental stage, children may withdraw emotionally, avoid reading or writing, or develop negative learning identities.

4. Don’t Forget Children with Comorbidities

Another crucial aspect in early literacy is ensuring we do not overlook children with comorbidities, co-occurring learning differences or developmental challenges, such as ADHD, language delays, developmental disorders, or difficulties with emotional regulation.

These learners often have:

• Uneven developmental profiles: their learning and development progress at different rates; for example, they may read well but struggle with writing or think quickly but have trouble focusing.
• Fluctuating attention and processing speed, which can make learning inconsistent.
• Slower recall of information, making it harder to remember what they have learned.
• Limited working memory, affecting their ability to hold and use information while completing tasks.

Their literacy development may follow a unique trajectory. For these children, accelerated expectations can be disproportionately overwhelming. Ensuring a safe, paced, and highly individualised approach is not optional, it is essential. When these children are supported with realistic expectations, structured intervention, and consistent encouragement, their literacy outcomes become far more positive.

5. How Societal Pressures Influence Early Literacy

Singapore’s culture of high achievement contributes significantly to rising expectations. Parents, motivated by care and concern, fear that their child may “fall behind,” leading to early enrolment in enrichment programmes and pressure for advanced literacy skills.

Local studies support these observations. Eng et al. (2020) found that parental expectations strongly influenced early academic practices, while Markose and Chee (2021) reported that preschool educators often introduced advanced literacy concepts to meet parental demands, even when these exceeded curriculum guidelines.

This creates a cycle of acceleration that places increasing strain on young learners.

6. The Impact on Young Learners: What I Observe Daily

Perhaps the most concerning shift I have witnessed is the way young children internalise academic pressure. Four- and five-year-olds now tell me they are “not good,” “bad at reading,” or “not smart”, labels they should never associate with themselves at such a young age. 

These children are not lacking potential. They are simply overwhelmed by expectations mismatched to their readiness.

I often see:

• Heightened anxiety during reading tasks,
• avoidance of writing,
• emotional shutdowns in unfamiliar literacy situations,
• a loss of curiosity and confidence.

This underscores an essential truth: We should celebrate the milestones that children have achieved, not penalise them for not meeting expectations that are not cognitively age-appropriate. Every child has a unique developmental rhythm. When we impose demands that outpace readiness, we risk harming the very learners we hope to empower.

7. Rebalancing Expectations: What Educators, Parents, and the Community Can Do

To support children more effectively, we must recalibrate our expectations and build learning environments that honour their developmental readiness. This requires shared responsibility across educators, families, and the wider community. We can begin by:

a. Respecting developmental readiness

Literacy develops through meaningful exposure, guided practice, and neurological maturation. Understanding age-appropriate milestones helps us respond appropriately when a child shows early signs of dyslexia or other learning differences and to seek support early rather than placing undue pressure on the child.

b. Supporting parents through clear, compassionate guidance

Many parental concerns arise from misconceptions rather than a lack of commitment. Providing families with accurate information, reassurance, and evidence-based recommendations helps reduce unnecessary anxiety and promotes healthier expectations.

c. Preserving children’s learning identities

A child’s relationship with reading and writing is shaped long before Primary One. Protecting their confidence, curiosity, and emotional security is just as important as teaching decoding or handwriting. When children feel safe and capable, they learn more effectively.

d. Tailoring support for children with comorbidities

Children with overlapping needs, such as ADHD, speech-language difficulties, or sensory processing differences, require paced expectations and structured scaffolding. These learners thrive not through accelerated demands, but through consistent support, collaborative planning, and targeted intervention.

A child who feels safe, capable, and supported is far more likely to thrive, academically and emotionally.

A decade of supporting young learners has shown me that literacy development is about more than acquiring skills, it is deeply tied to identity, confidence, and well-being. As educational expectations continue to evolve, we must ensure they remain aligned with the developmental realities of the children we serve.

When we celebrate progress without penalising natural variability, we empower children to grow at a pace aligned with their readiness, strengths, and individuality.

 

Written by:
Hee Wan Sze (Allena)
RETA Fellow
Assistant Senior Educational Therapist
Thye Hua Kwan Moral Charities