BETWEEN TARGETS AND CHILDHOOD: THE ADULTIFICATION OF PRESCHOOLERS IN THE PURSUIT OF LITERACY LEVELS

Abstract

Bridging goals and childhood: the "adultification" of preschool in the pursuit of literacy. Early childhood education is undergoing a period of transformation. Daily life in this setting should focus on lived experiences and personal discoveries—both of the self and the world—through diverse learning opportunities. In current practice, are children truly exercising their right to language development and literacy in preschool, or is the formal schooling process being prematurely accelerated? This study gathers information to clarify the current context. It employs qualitative research and a literature review, drawing on theoretical foundations to foster an informative and guiding dialogue. The analysis reveals that introducing literacy in early childhood education is not inherently problematic; rather, the issue lies in how specific learning strategies are designed and implemented. The "adultification" discussed here is not viewed as an automatic consequence of literacy instruction; instead, it is understood as a process that prematurely introduces learning methods, paces, and outcomes associated with later stages of schooling. Understanding adultification requires recognizing the unique nature of childhood. The child is a developing social subject, capable of participating in relationships and constructing meaning from their experiences. In preschool, children build knowledge about how things work, formulating and modifying hypotheses throughout the process. It is essential to continuously strengthen social interaction, charting new paths that enrich both the methods and content of teaching young children. There is an urgent need for innovation in teaching and assessment practices—approaches grounded in commitment, purpose, and coherence that foster appropriate and meaningful learning.