EDITORIAL: Childhood Freedom

IN today’s fast-paced, competitive world, even pre-schoolers are not exempted to the pressures of academic achievement.

The story of a young child being asked to retake an admission test at a traditional Catholic school simply because she didn’t know her ABCs and numbers highlights a troubling trend.

The push for early academic readiness is becoming increasingly common, placing unnecessary stress on children and their parents.

As parents, we naturally want the best for our children. We want them to succeed, to keep up with their peers, and to be well-prepared for the future.

But in our desire to help, we may overlook something crucial: the importance of allowing children to learn at their own pace, especially in their formative years.

Early childhood should be a time of play, exploration, and discovery, not a battleground for academic performance.

Educators like Irah Maliwat, who co-owns a playschool and tutorial center, advocate for a more developmental approach to early education—one that emphasizes the value of play-based learning over premature academic rigor.

She rightly points out that young children, especially those just entering formal education, benefit far more from interactive, hands-on experiences that foster creativity, problem-solving, and a love for learning.

The academic pressure placed on young children can have long-lasting consequences. As Irah explains, the fear of failure and anxiety caused by early academic demands can make learning a source of stress rather than joy.

Over time, this can diminish a child’s motivation and interest in education. Schools that turn into environments where children must “defend themselves” to succeed are failing in their fundamental role—to nurture and support the growth of young minds.

The notion that children must be academically proficient at the age of four is not only unrealistic but potentially harmful. As Irah reminds us, children will eventually learn to read, write, and do math.

There’s no need to rush the process. The artificial benchmarks imposed by some traditional schools should not dictate a child’s learning journey.

Instead, we should embrace a more holistic view of education – one that values emotional, social, and cognitive development alongside academic skills. Letting kids be kids is not about neglecting their education; it’s about understanding that learning happens best when children are happy, engaged, and allowed to explore the world at their own pace.

As parents, educators, and policymakers, we must resist the temptation to turn early education into a race. Childhood is a fleeting stage, and its magic lies in the freedom to learn through play, curiosity, and imagination.

In the long run, children who are allowed to enjoy their early years are more likely to become confident, well-rounded individuals with a lifelong love of learning. Let’s not rush them into adulthood too soon.