Ready, Set, Wait: The Neuromotor Science Behind Delaying Formal Schooling and Constructing a New Route

April Dunnehoo, M.Ed. candidate at NSU, A+PEL

Introduction

In the United States, formal schooling often begins at age five, and in many places as early as age three. This contrasts sharply with models like Finland, where mandatory instruction starts at age seven (Kaila, 2024). My visit to Finnish schools confirmed the profound value of prioritizing movement and play in the early years. In the US, six-year-olds are typically in first grade, where students are usually seated at desks and engaged primarily through papers and texts rather than play and exploration. When the six-year-old classroom in Finland had the same system setup as my four-year-old classroom in Louisiana, I realized I needed to conduct further research. I wondered what a seven-year-old classroom would look like if students continued with calendar time and whole-group activities at age six. I was amazed to see that it looked very much like our second-grade classrooms. Students at desks, reading and writing, completing workbook pages as if they had been doing it for years, but this was their first year to work this way. What happens differently when we allow the students to construct their learning through play-based learning rather than trying to begin before the brain is matured enough to handle the learning properly? Here are some of the answers I found.

The Neuroscience of the Later Start

Pushing children to start formal academics too early often ignores how their brains develop naturally. The part of the brain called the prefrontal cortex, which helps with skills like paying attention, remembering things, and controlling impulses, is one of the last areas to fully mature (Davidson et al., 2023). Expecting young children to rely on these skills before they're ready can cause mental fatigue and frustration.

Children’s ability to move beyond Primitive Reflexes (PRs) through movement and play is a critical part of early childhood development. These involuntary movements that babies are born with, such as the asymmetric tonic neck reflex (ATNR) and the symmetric tonic neck reflex (STNR), need to be integrated/suppressed as the nervous system matures (NAEYC, 2020b). If these reflexes are not integrated, children can difficulty sitting still, tracking objects with their eyes, and writing, making classroom tasks much harder (Blythe, 2005; Konicarova & Bob, 2010; Pecuch et al., 2021). Waiting until around age seven to begin formal instruction allows more time for children’s motor skills to develop, potentially creating a better foundation for focused learning and academic success (McPhillips, & Sheeny, 2004; Kamphorst et al., 2021).

 

Constructivism and Readiness  

The notion of a later school start is rooted in constructivism (Piaget, 1963; Vygotsky, 1980), which champions the child as an active, self-directed builder of knowledge. Three key models apply this philosophy. The Waldorf approach aligns most closely with the Finnish model, delaying the start of formal academics until Age 7; the focus for ages 3-6 is on rhythm, free imaginative play, and practical skills (Association of Waldorf Schools of North America, n.d.). The Montessori approach typically begins the transition to formal work earlier, around age 6, emphasizing individualized, self-paced exploration with prepared, self-correcting materials (American Montessori Society, n.d.). The Reggio Emilia approach focuses entirely on the birth to Age 6 window, viewing the environment as the "Third Teacher" and prioritizing collaborative, project-based learning (Progettazione) and creative expression (Reggio Children, n.d.). Despite their timing differences, all three models emphasize foundational readiness through play and interaction over abstract, worksheet-based instruction.

 

Integrating Alternative Pedagogies in Public Schools

Though our culture is different, and America may never be able to turn the tide to a full constructivist application for formal early childhood education, here are some simple ways these theories can be incorporated into our classrooms:

From Reggio Emilia: The Environment as a Co-Teacher

Instead of having all materials fixed, create a dedicated Atelier (Project Corner) stocked with "loose parts" (natural and recycled items, such as bottle caps, fabric scraps, blocks, and sand). This resource-rich environment fosters collaborative, long-term project work. As children build and document their process through drawing, writing, and photography, literacy and math skills are embedded organically and authentically, driven by genuine inquiry rather than abstract exercises.

From Montessori: Individualized Work Cycles 

Implement a consistent 45-minute "Work Cycle" daily where children choose organized, self-correcting materials that focus on fine motor skills and sequential logic. The key is that this time must be uninterrupted by group instruction or transitions. The teacher's role shifts from an instructor to a guide, observing and only intervening to present new material when a child demonstrates readiness or to ensure appropriate use of the materials. This fosters deep concentration, a sense of responsibility, and strong independence.

From Waldorf: Rhythm and Movement Breaks

Structure the day with a predictable, rhythmic flow that alternates between "in-breathing" (focused, seated tasks like listening to a story) and "out-breathing" (active, gross motor movement). Critically, integrate 5-10 minutes of targeted gross motor activities (e.g., cross-midline movements, balance exercises, or specific obstacle course actions) before every transition to seated, academic work. This rhythmic movement directly aids the integration of retained Primitive Reflexes, thus improving readiness for focus, sitting still, and accurate eye-tracking.

 

Conclusion

Research shows that delaying formal instruction until children are developmentally sets children up for success to move through developmental stages (NAEYC, 2020a). The U.S. education system would benefit from aligning its practices with research on how children develop and learn, focusing on brain development, movement, and social skills. This means giving children plenty of time to move and play, helping their brain and body work together (Kaila, 2024). By allowing children to spend the crucial two years between ages 5 and 7 growing and developing at their own pace, we create a stronger, more enjoyable foundation for learning throughout their lives.

 

References

American Montessori Society (AMS). (n.d.). 5 core components of Montessori education. https://amshq.org/the-ams-difference/core-components-of-montessori/

Association of Waldorf Schools of North America (AWSNA). (n.d.). AWSNA principles for Waldorf schools. https://www.waldorfeducation.org/about-waldorf-education/awsna-principles/

Davidson, C., Lee Shing, Y., McKay, C., Rafetseder, E., & Wijeakumar, S. (2023). The first year in formal schooling improves working memory and academic abilities. Developmental Cognitive Neuroscience, 60, 101205.

Blythe, S. G. (2005). Attention, balance and coordination: The A. B. C. of learning success. Wiley.

Konicarova, J., & Bob, P. (2010). Retained primitive reflexes and ADHD in children. Neuropsychiatric Disease and Treatment, 6, 105–110.

Kaila, M. (2024). The effects of relative school starting age on educational outcomes in Finland. Martti Kaila. https://marttikaila.com/assets/docs/wp84.pdf

Kamphorst, E., Cantell, M., Van Der Veer, G., Minnaert, A., & Houwen, S. (2021). Emerging school readiness profiles: Motor skills matter for cognitive- and non-cognitive first grade school outcomes. Frontiers in Psychology, 12, Article 759480. https://doi.org/10.3389/fpsyg.2021.759480

McPhillips, M., & Sheeny, D. (2004). Prevalence of persistent primary reflexes and motor problems in children with reading difficulties. Perceptual and Motor Skills, 99(1), 161–170.

National Association for the Education of Young Children. (2020a). Developmentally Appropriate Practice (DAP) position statement. https://www.naeyc.org/resources/position-statements/dap/contents

National Association for the Education of Young Children. (2020b). Principles of child development and learning and implications that inform practice. Author. https://www.naeyc.org/resources/position-statements/dap/principles

Pecuch, A., Gieysztor, E., Wolańska, E., Telenga, M., & Paprocka-Borowicz, M. (2021). Primitive reflex activity in relation to motor skills in healthy preschool children. Brain Sciences, 11(8), Article 967. https://doi.org/10.3390/brainsci11080967

Piaget, J. (1963). The origins of intelligence in children. Norton.

Reggio Children. (n.d.). Reggio Emilia approach. https://www.reggiochildren.it/en/reggio-emilia-approach/

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.

April Dunnehoo, M.Ed. candidate at NSU, is an educator and instructional coach with A+PEL, partnering with districts across Louisiana to strengthen early childhood literacy and social-emotional learning. She is passionate about championing the whole child, believing that academic growth and social-emotional development go hand in hand in building a strong foundation for every young learner. She can be contacted at april@apeleducators.org.

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