The distinction here, as you've noticed, is between setting goals and applying pressure. The difference is whether the focus is on the behaviour of your child or of the centre towards your child.
From the centre's perspective, I suspect they're simply trying to figure out what you, their clients, want from them.
For example, I would like my daughter to be able to read for herself before she starts school, as I started reading at a very young age, and believe that it made me more confident in my early years. I would also like her to be comfortable expressing herself when she is unhappy or lacks confidence, so that I know when she needs me to support her.
Other parents may simply want their child to be able to play nicely with other children of her own age, or have very strict learning goals based on academic research. Still others may want to have some time to indulge in adult pursuits like getting coffee with friends or spending time as a couple, which is entirely sensible after 2 years of near-100% parenting, and simply want their child to be in a safe, nurturing environment during this time.
One key thing that I would want is the assurance that the school will be providing support rather than pressure. If they're exposing your children to influences that will encourage them (e.g. reading time), that's one thing, but if they're assessing them and finding them wanting (e.g. reading tests), that's very different, and I would agree with you that at this age, that would be pressure that might be counterproductive (caveat: personal opinion, not backed by statistics) as it could make your child less confident/more neurotic.
The Best People to Discuss These Concerns With are the Staff at the Centre. You clearly have valid concerns, and they are the best equipped to explain how any goals and objectives you set will be used. At the same time, the fact that you're raising these concerns with them will give them insight into what you're looking for from them.
As far as the goals themselves go, the first step towards achieving anything is to work out roughly what you want to achieve. We have desires and expectations for our children even before they're born, even if it's as basic as "decent human being", and working out what those desires are at this stage allows you to tailor YOUR behaviour to encourage theirs. This does not mean that you are assessing them, rather yourself and the others who you've trusted to care for them. If these goals turn out to be unrealistic or counterproductive, you can ALWAYS drop them or reassess them. (For example, if my daughter turns out to enjoy art and/or sport over reading, my goals would change to match her wants and needs).