According to an article by pediatric neuropsychologist Margaret Semrud-Clikeman on the website for the American Psychological Association, readiness for learning in preschool children is determined by brain maturity. Children who are grouped in a classroom with other children of the same age are not necessarily at the same cognitive ability because of differing rates of brain maturation. Preschool teachers who try to teach concepts that do not correspond to a child's brain maturity may encounter many issues with students, including behavior problems or avoidance of learning activities. Some children may benefit from starting preschool later to allow them time to mature.
As Patricia Woodbury reported in, “Recognizing Difficult Behavior in the Preschool Child,” on the website EarlyChildhood NEWS, toddlers with personalities and learning styles differing from traditionally accepted behavior norms may have trouble learning in preschool. For example, children who learn best through touch may have trouble learning during activities requiring only visual or auditory focus. If a toddler is not learning in a traditional preschool, an alternative style program, such as a Montessori preschool, may be an alternative. As S. Jhoanna Robledo reported in “The Top Preschool Programs and How They Differ,” published on the Babycenter website, Montessori preschools may be a good fit for children who thrive in multi-age groupings with opportunities for student-led learning. Other toddlers may learn more in a traditional teacher-directed style of preschool.
According to information in Woodbury’s article, children with behavioral issues that do not fall within normal parameters for preschoolers may have a disorder that could hinder learning, such as Attention Deficit Disorder. Children with learning disabilities or medical conditions may be unable to regulate behavior to fit preschool classroom requirements. Issues such as uncorrected vision problems or undiagnosed learning disabilities would prevent a toddler from learning in preschool.
Learning may suffer because of a lack of experienced and qualified preschool teachers. The fact sheet by W. Steven Barnett, “Low Wages = Low Quality: Solving the Real Preschool Teacher Crisis,” published on the website for the National Institute for Early Education Research, reports that low rates of pay for preschool teachers lead to a lower quality of instruction quality, higher turnover and reduced teacher morale. Teacher retention may be difficult as highly qualified preschool teachers may seek better-paying opportunities.