Jeff Solochek of the St. Petersburg Times started off the new year with a fine example of journalism that mixes perceptive close-in observation of a classroom with a sense of the broader set of policy issues that surround pre-kindergarten. Here's an excerpt that in just a few paragraphs captures the mix of fun and academics that the best teachers achieve.

Hector approaches carrying a peg board where he's fashioned the letter E. He proudly holds it up for [the teacher Brenda] Roberts to see. She offers him praise, and more. What sound does E make, she asks, kicking off an impromptu lesson. Whose name in the class starts with E? After a few more questions comes more encouragement.

"Thank you, Hector, for making that for me," Roberts says. "I love that E."

No sooner does she turn away than Ruth appears, smacking rhythm sticks together, seeking her moment with the teacher. "What sound are you making?" Roberts, ever smiling, asks. If the noise irritates her, you can't tell.

"Choo-choo train," Ruth responds.

Roberts starts dancing. "You make that sound, girl," she says, making chugging sounds as Ruth happily keeps the beat.

I'd urge reporters to look at that passage carefully. The children are certainly enjoying themselves. They're also learning skills that will prepare them to read. Those who pooh-pooh pre-k by saying "why can't we just let them have a childhood" and those who say "let's teach those kids their ABCs!" should be challenged. Clearly, those goals don't conflict.