This paper discusses the change in educational philosophy and practices in preschool and kindergarten education before and during the "Sputnik" era. Presented are four major factors that have exerted pressure on the schools to change from a developmental to an academic approach in preschool education: (1) the wave of adverse criticism of American education and advocation of reactionary formal instruction set off by the launching of the Sputnik satellite; (2) the new interest and consequent research in the early learning/teaching process by scientists; (3) the influence of learning theories and the use of behavior modification and motivation techniques in preschool education; (4) the national awareness of the problems of the disadvantaged. These factors encouraged an approach towards education neglectful of humanistic, self-fulfilling goals, resulting in a trend toward formal early education that may involve some risks to the child's development. Several examples of practices that may constitute too much pressure on the child at the preschool level are given along with examples of possible child reactions. (SDH)