As English is recognised as an influential language in the globalised world and social and economic capital for individuals, Koreans put tremendous effort and financial resources into learning English, instigating a social malady called 'English fever.' The fever has recently infiltrated early childhood education, leading to the expansion of exorbitant, half-day English immersion programmes for preschoolers, called English-medium kindergartens (EKs). Despite the recent policies to minimise the influence of English in Early Childhood English education and enhance students' well-being and whole-person development, English fever is still prevalent, causing detrimental effects on children. Using the notion of politics of distraction and the ethics in language planning and policy as theoretical and analytical frameworks, this paper examines how and why the education policy fails to address English fever. Drawing on a qualitative case study at three EKs, this study reveals the perceptions, dynamics and processes in early childhood English education that are disregarded and remain invisible in relevant policies. The study sheds light on the harm of distractive policy, asking policy researchers and designers to refocus their effort on what truly matters, through integrating language ethics into policymaking, thus, refocusing on children's holistic development and emotional well-being.