Learning to read is a very important milestone in early childhood education. While there are experts who advise start to read at an early age as the three years and thus have much of the walked path when the primary stage begins, there are others with which I agree more, they are turning by not forcing children to read too early. As the experience with my eldest daughter, who just turned six years, I’m more with the theory that learning to read is a maturative process that should not be attempting to advance equal that it is beginning to walk or talk. Each child goes at their own pace and force them to read when they are not yet prepared, just as in other things, it is not right. There are theories scientists who support this stance. The Act of reading depends on the capacity of our brain to relate and integrate visual area with auditory, linguistic and conceptual areas. Each of these areas has an independent maturation and their integration depends on such maturation and the speed at which these areas can be connected. By usually, the regions that need to be myelinated to read aren’t enough through five years of age, even then.
It can be counterproductive in some children that literacy learning begins before the five or six years. Part of the maturative, I do not see education to force a child to do something that has not yet shown interest in learning. There is a learning not regulated as foster social skills, creative play, self-confidence, which is more suitable for the preschool age. There are children that reading is given very naturally to the three or four years, but forcing children to read too early is not optimal for their development. Original author and source of the article