Nowadays, the education system requires a certain level of knowledge from children, and this level becomes higher almost every year. In order for a child to “enter” a school that provides a high level of knowledge and ranks first in the Unified State Examination point system, one kindergarten (everything that is taught there) is not enough. We also need additional clubs and activities with mom, which take up all the free time of mom and child. And the sooner we start studying, the better, the “more time to prepare for entering a good school.” Teaching a child to read at 3-4 years old is also included in these classes. The process of early learning to read for a child of primary preschool age (3-4 years old) is quite complex and I don’t think that he urgently needs it. Why? Firstly, reading is primarily a volitional process that requires a lot of effort to concentrate on what is written in the book and perseverance for a long period of time. I would like to emphasize that the conditions for teaching reading fundamentally contradict the natural law of preschooler development. Children of primary and middle preschool age (3-5 years old) have an increased need for physical activity, with the help of which they study the objective world and relationships between people. Blocking movement and interaction in society means depriving the child of practical activities, where his experimentation, initiative, and development within the framework of social relationships are formed. Secondly, the child’s desire to learn to read is necessary. If we talk about older and preparatory preschool age (5-7 years), then the driving force here is the child’s desire to become an adult and the desire to obtain interesting information that can be shared in the group. A child with a broad outlook is especially popular among his peers. Children 3-4 years old do not yet have an orientation towards their peers, and the desire to be an adult is satisfied in much more accessible and simple ways, for example, the ability to put on shoes on their own or wipe off the dust with a rag. Thirdly, early learning to read (including a large intellectual load ) leads to overstrain of brain structures. Artificial stimulation of brain activity leads to a weakening of the psyche, and subsequently to deformation of the child’s personality. It is necessary to develop the child’s intellectual abilities, I would even say necessary, but in a playful way or through creativity. For example, the game “Guess which toy is hidden.” There are 3 toys in front of the child. He looks at them and remembers them. Next, we ask the child to close his eyes (do not peek) and hide one toy behind his back. We ask the child to open his eyes and name the toy that is hidden. In the future, increase the number of toys at the beginning of the game to 10 pieces. This game develops memory and attention well. And yet, children of any preschool age really like it..