You are so wise, M., to place your priorities in full time parenting at this MOST IMPORTANT time (not to mention fun!) in the development of your children.
I'd like to encourage you be MORE concerned and involved in the emotional, moral, spiritual, and psychological development of your children, because these are more often areas that show lack of parental involvement when children begin school, ESPECIALLY BOYS!
We do children a great dis-service when we skip the developmental age they are in RIGHT NOW in order to give them a "head start" on the next one. And it's far more fun to led THEM lead YOU into what they so clearly communicate that they need and want next, and believe me they do! (usually by their MIS-behavior! lolol)
Let your little boy be a LITTLE boy (physical, active, and competitive . . . and all the things that make you different from your husband) for as long as possible, while AT THE SAME TIME encouraging him to moderate his budding masculinity and to chanel all that busy energy into passionate concern for the least of all living things at a very early age.
Look for programs which promote the joy of giving and "surprising" others with small acts of kindness. Look for resources and opportunities to show him daily the interdependent nature of family, neighborhood, and community and that all members play a critical part. Enjoy with your whole heart that loveable if not quite capable helper you have now while you still have a cheerful one!)
In my 20+ years in early childhood and elementary education, M., I have observed that most children come to school with PLENTY of cognitive (intellectual) ability, and most of the ones who did not come with that would not have benefited from earlier preparation academically.
MANY children, however, do come to school numbed and dumbed by videocy, limited by a shocking lack of good boundaries, sadly lacking compassion, and so burdened by unmet needs in other areas that they cannot settle their bodies and minds and cannot listen to others well enough to learn as they could. They lack motivation to try in a group setting even if they might fail, and to do their best continuously even when a task is tedius or "boring".
Many come with a sense of arrogant entitlement rather than a humble sense of unique purpose within the family, neighborhood, community and nation they were born to serve. The world will not better for another calous genius. The world MAY be better for a few more intelligent givers.
These are the lessons my students and my children have taught me. And I wish someone had shared them with ME when my own were 2 years old. I would not have missed so much of the journey to be some other child's "teacher".