What happens between fun at home and kindergarten?
We change lives through innovative vision care.
Our education system is increasingly reaching children at very young ages. In earlier generations, toddlers and preschoolers spent much of their time playing, exploring their surroundings, and learning through movement and the use of all their senses. Today, that experience is often replaced—at least in part—by early academic programs and increased exposure to screens, such as Chromebooks. Programs like preschool, Head Start, and pre-kindergarten are well-intentioned and appealing.
We change lives through innovative vision care.
Our education system is increasingly reaching children at very young ages. In earlier generations, toddlers and preschoolers spent much of their time playing, exploring their surroundings, and learning through movement and the use of all their senses. Today, that experience is often replaced—at least in part—by early academic programs and increased exposure to screens, such as Chromebooks. Programs like preschool, Head Start, and pre-kindergarten are well-intentioned and appealing.
They promise a “head start” and early preparation for first grade. They can also provide families with valuable support, giving parents time to work or address other responsibilities between the ages of three and five. At the same time, it is worth gently asking whether there may be unintended consequences for some children. Unless a school closely follows the original Montessori principles—which were carefully designed to match a child’s developmental stage—early academic demands may not align with how young children grow and learn.
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During these early years, a child’s visual system is still developing and may not yet be ready for prolonged sitting, extended close work, or frequent use of flat screens. Many parents and even educators are surprised to learn that visual-processing skills essential for learning typically continue to mature until around age six. These skills include visual memory, visualization, selective attention, logic and reasoning, directionality, laterality, processing speed, and visual closure. Supporting natural development through movement, play, and hands-on exploration during these early years can help lay a strong foundation for both vision and learning later on.
This perspective is not meant to discourage early education, but rather to encourage thoughtful balance—honoring how young children develop best while nurturing their curiosity, confidence, and readiness for future learning. |
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WHY????
A kindergartner has recently been diagnosed with nearsightedness and an outward eye turn. Maybe it didn't need to happen. While every child’s development is unique, this raises an important question: could some early visual stress be preventable?
We all share the same goal—to prepare children for school and lifelong learning. Early education plays a valuable role, yet there is thoughtful discussion among educators and eye care professionals about how much and how little to introduce learning during the preschool years. Dr. Steve Ingersoll, a respected optometrist specializing in vision and learning, encourages a balanced approach. He notes that young children often benefit greatly from outdoor play, movement, and hands-on exploration, which support healthy visual and neurological development. Some early programs, particularly those that introduce academic concepts too early or rely heavily on digital devices, may place unnecessary demands on a child’s developing visual system.
In this case, prolonged close-up work may have contributed to visual strain, leading to nearsightedness and difficulty with eye coordination. These changes are not anyone’s fault, and they are often manageable when identified early. Still, they serve as a reminder of the importance of age-appropriate learning, frequent breaks from near tasks, and opportunities for play and distance viewing.
This is not a call to alarm, but an invitation to reflect—so that together, parents, educators, and caregivers can support both strong learning and healthy visual development in our youngest children.
A kindergartner has recently been diagnosed with nearsightedness and an outward eye turn. Maybe it didn't need to happen. While every child’s development is unique, this raises an important question: could some early visual stress be preventable?
We all share the same goal—to prepare children for school and lifelong learning. Early education plays a valuable role, yet there is thoughtful discussion among educators and eye care professionals about how much and how little to introduce learning during the preschool years. Dr. Steve Ingersoll, a respected optometrist specializing in vision and learning, encourages a balanced approach. He notes that young children often benefit greatly from outdoor play, movement, and hands-on exploration, which support healthy visual and neurological development. Some early programs, particularly those that introduce academic concepts too early or rely heavily on digital devices, may place unnecessary demands on a child’s developing visual system.
In this case, prolonged close-up work may have contributed to visual strain, leading to nearsightedness and difficulty with eye coordination. These changes are not anyone’s fault, and they are often manageable when identified early. Still, they serve as a reminder of the importance of age-appropriate learning, frequent breaks from near tasks, and opportunities for play and distance viewing.
This is not a call to alarm, but an invitation to reflect—so that together, parents, educators, and caregivers can support both strong learning and healthy visual development in our youngest children.
Because this child is bright and eager to succeed, she has worked very hard to meet her teacher’s academic expectations. Wanting to do well, she has put forth exceptional effort to perform at a level that may be developmentally demanding for her age. She also willingly completes about 20 minutes of homework each evening, even though the tasks are often above what is typically expected for her stage of visual and neurological development.
While her motivation and perseverance are admirable, this level of sustained close work can place additional stress on a young visual system that is still maturing.
While her motivation and perseverance are admirable, this level of sustained close work can place additional stress on a young visual system that is still maturing.
Digital devices are commonly used with toddlers and young children, often to keep them engaged while parents manage daily responsibilities. This is understandable and widely practiced. However, when screens are held very close, a child’s eyes must work much harder to stay in focus.
At the viewing distances often observed, a child may be required to focus at approximately 8 diopters. For a developing visual system, a more appropriate demand would be closer to 2.5 diopters. To put this into perspective, it would be like asking an older adult to read comfortably while wearing reading glasses that are four times weaker than needed.
This comparison helps illustrate the level of visual effort involved and why moderation, distance, and regular visual breaks are important for young children.
At the viewing distances often observed, a child may be required to focus at approximately 8 diopters. For a developing visual system, a more appropriate demand would be closer to 2.5 diopters. To put this into perspective, it would be like asking an older adult to read comfortably while wearing reading glasses that are four times weaker than needed.
This comparison helps illustrate the level of visual effort involved and why moderation, distance, and regular visual breaks are important for young children.
Historically, nearsightedness typically appeared around fourth grade, when children shifted from learning to read to reading to learn and their visual systems were more mature.
Today, similar close work demands begin much earlier, while the eyes are still developing. This may help explain why nearsightedness is showing up at younger ages—and why it’s worth thoughtfully balancing early academics with healthy visual development. |
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Developmental optometrists have long focused on helping children reduce unnecessary visual strain and, in many cases, prevent the early onset of nearsightedness. One effective strategy has been the use of learning glasses, or lens therapy, to support the visual system during close work. These clinicians also partnered with the Gesell Institute to inform classroom design, addressing factors such as furniture size, posture, lighting, and visual spacing to minimize visual stress and distraction.
International experience reinforces the value of a developmentally informed approach. Scandinavian countries, which consistently achieve strong academic outcomes, often delay formal reading instruction until children are visually and neurologically ready—typically around age seven. Notably, much of the research guiding these policies was conducted by American educator George Spache. His studies showed that children who began reading before age seven were often ahead by fourth grade, while those who started later frequently surpassed their peers by high school, when reading proficiency is most critical.
International experience reinforces the value of a developmentally informed approach. Scandinavian countries, which consistently achieve strong academic outcomes, often delay formal reading instruction until children are visually and neurologically ready—typically around age seven. Notably, much of the research guiding these policies was conducted by American educator George Spache. His studies showed that children who began reading before age seven were often ahead by fourth grade, while those who started later frequently surpassed their peers by high school, when reading proficiency is most critical.
It is worth noting that much of the thinking behind Scandinavia’s approach to early academics can be traced to the work of an American educator, George Spache. His research suggested that while children who learn to read before age seven may show an early advantage by fourth grade, those who begin reading after age seven often surpass their peers by high school—when reading proficiency matters most.
Scandinavian countries have embraced this developmental perspective and consistently rank among the highest in educational outcomes. In contrast, the United States ranks much lower overall, with California often near the bottom. This contrast invites reflection on how closely our policies align with long-term research on what has been shown to benefit children’s learning.
Scandinavian countries have embraced this developmental perspective and consistently rank among the highest in educational outcomes. In contrast, the United States ranks much lower overall, with California often near the bottom. This contrast invites reflection on how closely our policies align with long-term research on what has been shown to benefit children’s learning.
Before we offer our solution to the unintended consequences of early learners,, let's look at this picture. What’s wrong with this picture? A close look shows a child is inches from her book, head tilted, one eye blocked by her nose. Hours of close work like this can lead to eyestrain, headaches, stomach aches, eye turns—and increasing nearsightedness even at young ages.
Preschool and kindergarteners today do intense near work once expected years later. Vision problems are emerging earlier, and many are preventable. It doesn’t have to be this way.
Preschool and kindergarteners today do intense near work once expected years later. Vision problems are emerging earlier, and many are preventable. It doesn’t have to be this way.
Our response to this challenge is our Two Steps to Academic Relief program—a gentle, supportive approach designed to ease visual stress and strengthen the skills your child relies on for learning. The program includes two complementary steps. Its called our Two Step Program:
1. Lens Therapy (Step 1)
Specially prescribed lenses are used to reduce unnecessary visual strain that can occur when children are asked to do sustained close work, encounter reading demands beyond their current visual development, or spend extended time on digital devices. These lenses are intended to support the visual system, making near tasks more comfortable and manageable. (See Lens Therapy for more information.)
1. Lens Therapy (Step 1)
Specially prescribed lenses are used to reduce unnecessary visual strain that can occur when children are asked to do sustained close work, encounter reading demands beyond their current visual development, or spend extended time on digital devices. These lenses are intended to support the visual system, making near tasks more comfortable and manageable. (See Lens Therapy for more information.)
2. Guided Home Activities (Step 2)
We also provide simple, structured home procedures that help build and reinforce visual skills that may be overtaxed by academic demands. While broad educational trends may be difficult to change, we can focus on supporting your child’s individual visual development in a practical and encouraging way.
This aspect of our program is based on the work of developmental optometrist Dr. Gerry Getman, who devoted much of his career to helping children improve vision and learning skills. He outlined this approach in his book, How to Develop Your Child’s Intelligence. Although the book is no longer in print, we have received permission from the publisher to reproduce it. More importantly, we guide you through a clear, step-by-step process for carrying out and tracking the activities in an orderly, supportive manner.
Together, these two steps are designed to promote greater visual comfort, confidence, and readiness for learning—at a pace that respects your child’s individual needs
We also provide simple, structured home procedures that help build and reinforce visual skills that may be overtaxed by academic demands. While broad educational trends may be difficult to change, we can focus on supporting your child’s individual visual development in a practical and encouraging way.
This aspect of our program is based on the work of developmental optometrist Dr. Gerry Getman, who devoted much of his career to helping children improve vision and learning skills. He outlined this approach in his book, How to Develop Your Child’s Intelligence. Although the book is no longer in print, we have received permission from the publisher to reproduce it. More importantly, we guide you through a clear, step-by-step process for carrying out and tracking the activities in an orderly, supportive manner.
Together, these two steps are designed to promote greater visual comfort, confidence, and readiness for learning—at a pace that respects your child’s individual needs
Give us a call at 334-2020 and find out if a visually related learning problem exists and have it treated before school starts again.