Critics of early schooling cite research that questions whether 4-year-old children are re

ady to take on formal learning. Educators find that【21】toddlers are more likely to succeed during. their school careers.【22】their younger counterparts are more likely to【23】. Kindergarten children who turn five during the【24】half of the year seem to be at a disadvantage when it【25】physical, emotional, social, and intellectual development. Additionally, children who are nearly six when they enter kindergarten【26】to receive better grades and score higher on achievement【27】throughout their schooling experience【28】do those who begin kindergarten having just turned five. Being bright and verbally skillful and being ready for school do not seem to be the【29】thing. It is easy to confuse the superficial poise and sophistication of many of today's children【30】inner maturity. Indeed, evidence suggests that early schooling boomerangs: Youngsters【31】parents push them to attain academic success in preschool are less creative, have【32】anxiety about tests, and, by the end of kindergarten, fall to maintain their initial academic advantage【33】their less-pressured peers.

Many psychologists and educators remain skeptical of approaches that place 4-year-olds in a formal educational setting. They question【34】environmental enrichment can significantly alter the built-in developmental timetable of a child reared in a non-disadvantaged home. They do not deny, however, the【35】of day-care centers and nursery schools that provide a homelike environment and allow children【36】freedom to play, develop at their own【37】, and evolve their social skills. But they point out that many of the things children once did in first grade are now【38】of them in kindergarten, and they worry lest more and more will now be asked of 4- year-olds. These psychologists and educators believe we are driving young children too【39】and thereby depriving them of their【40】.

(21)

A．older

B．taller

C．Stronger

D．smarter