Key Takeaways

• Knowing the alphabet involves several skills. Singing the ABC song is different from recognising letters, knowing their sounds or writing them.
• Babies and toddlers prepare for literacy by talking, listening, singing, looking at books and playing with sounds.
• Some children notice letters at two or three, often starting with the first letter of their name. Others show little interest until later.
• There is no set number of letters a two- or three-year-old should know, and children don’t need to master the alphabet before school.
• In Foundation, the Australian Curriculum includes recognising and naming uppercase and lowercase letters and learning their most common sounds.
• Letter names and sounds make more sense when they’re used in real words, stories, rhymes, drawing and early attempts at writing.
• Alphabet charts, flashcards and songs are handy tools, but the real learning happens in the back-and-forth with an adult.

One child sings the alphabet song before their second birthday. Your niece didn’t pay much attention to letters until she started kinder. Your child spots every S on a shop sign at Coles but still muddles the ABC song.

When the differences are that obvious, it’s hard not to wonder: Should my child know more by now?

There isn’t one age when children suddenly “know the alphabet”. First they notice that print means something. Then they begin to recognise shapes, remember names and connect letters with sounds. Handwriting has its own timetable.

Here is what you might see from babyhood through the first year of school, what Australian children are actually expected to learn and a few low-pressure ways to help at home.

Quick Answer: When Do Kids Learn the Alphabet?

Children often start noticing letters between two and three, and their recognition and sound knowledge build through the preschool years. They don’t need to know the whole alphabet before school. In Australia, recognising and naming uppercase and lowercase letters and learning their most common sounds are part of the Foundation curriculum.

A child who can sing the ABC song has learnt the order of the letter names. That does not necessarily mean they can recognise each printed letter, connect it with a sound or write it. These abilities develop through different experiences and at different times.

Photo by Shichida Australia, here an instructor is showing some basic phonic cards to young children.

What Does It Mean to “Know the Alphabet”?

Parents and educators can mean several things when they say a child knows their ABCs.

Alphabet skill	What it looks like
Alphabet sequence	Singing or reciting A to Z in order
Letter recognition	Seeing M and knowing it is different from N or W
Letter naming	Looking at B and saying “bee”
Uppercase and lowercase matching	Knowing A and a are forms of the same letter
Letter–sound knowledge	Knowing b commonly represents /b/ as in ball
Phonological awareness	Hearing that ball and baby begin with the same spoken sound
Letter formation	Producing a recognisable letter by hand
Applying alphabet knowledge	Using letters and sounds while attempting to read or spell words

A child can be ahead in one area and still developing another. For example, they might name many capital letters but recognise few lowercase letters. They might hear that sun and sock begin alike but not yet know which printed letter represents /s/.

So the ABC song tells you only one small part of the story.

Letter Names, Letter Sounds and Phonics

Letter names and sounds are connected, but they are not the same.

• The letter B is called “bee”.
• Its most common sound is /b/, as in ball.
• Phonics teaches how written letters and letter groups represent the sounds used in spoken words.

English has 26 letters but around 44 speech sounds in Australian English, as outlined in the Australian Government-funded Literacy Hub’s phonemic-awareness resource. The same letter or letter group can also represent different sounds. The Literacy Hub’s phonics guide for families explains that phonics teaching begins with individual letters before moving to combinations such as ch, ee and ck.

An alphabet song or poster can introduce the 26 letters, but neither is a complete phonics program.

Alphabet Learning by Age

Use the ages below as a guide, not a checklist. A child’s language, development, interests and previous experience all shape what comes next.

Birth to 2 Years: Building Language Before Letter Knowledge

Babies and young toddlers are building the listening, attention and language skills that later literacy relies on.

At this age, the good stuff is very ordinary:

• hearing adults talk and respond to them
• listening to songs and nursery rhymes
• sharing sturdy picture books
• pointing to and naming familiar objects
• making and copying sounds
• scribbling once they become interested in mark-making

There is nothing wrong with pointing out a letter or singing the alphabet song. Just don’t feel you need to teach A to Z or quiz a baby. A shared book and a proper back-and-forth conversation will do far more at this age.

The Australian Government-supported Raising Children Network recommends talking, singing, sound games, reading, drawing and writing as everyday ways to build early literacy from infancy onwards.

Ages 2 to 3: First Interest in Familiar Letters

Some toddlers begin noticing that letters are meaningful symbols. Often, the first one they recognise is the capital letter at the beginning of their name.

You might notice your child:

• recognising their written name without being able to read it letter by letter
• pointing to a familiar letter on a sign or package
• singing parts of the ABC song
• matching two identical letters
• asking what a letter says or means
• pretending to write through lines, circles and scribbles

Plenty of typically developing two-year-olds show no interest in letters at all. There isn’t an evidence-based target for how many letters a child must know at two.

If your child is curious, follow their lead. “That’s M. Mum begins with M” is enough. This gives them the information without turning the moment into a test or overwhelming them.

Ages 3 to 4: Recognition Begins to Grow

During the preschool years, many children become more aware of the print around them. They may recognise several letters, especially those in their own name and other familiar words.

They might begin:

• identifying some uppercase and lowercase letters
• matching an uppercase letter with its lowercase partner
• connecting a few letters with their common sounds
• noticing words that begin with the same sound
• finding a chosen letter in a book
• making letter-like shapes or attempting to copy familiar letters

Knowing all 26 letters by the fourth birthday is really cool, but it doesn’t need to be the goal. Letters take time – and plenty of repetition – to become familiar. Some children can read at four, while others learn much later. There is a wide range of normal development. Keep showing your child that books, writing and learning can be fun. That is a far better foundation than rushing them through an alphabet checklist.

Ages 4 to 5: Connecting Letters, Sounds and Early Writing

Between four and five, many children take a more active interest in letters and words. They may begin using their alphabet knowledge when drawing, writing their name, looking at books or playing with magnetic letters.

You might see your child:

• naming a growing range of upper- and lowercase letters
• supplying common sounds for some letters
• identifying the first sound in familiar words
• finding letters within words and names
• attempting to write their name or short messages
• asking how to spell a word

The order varies. One child may know lots of letter names but only a few sounds. Another can hear the first sound in the word sun straight away, yet can’t remember what S looks like.

Children do not need complete alphabet mastery before school. Talking, sharing books and listening for sounds are all valuable preparation. However, a child who is already comfortable with written language and understands that letters represent sounds may find early literacy lessons more familiar and feel more confident joining in.

Foundation: Formal Alphabet and Phonics Teaching

Once children begin Foundation – called Prep in Victoria and Kindergarten in NSW – alphabet knowledge becomes part of formal English teaching.

The Australian Curriculum Version 9 Foundation content description AC9EFLY11 includes recognising and naming all uppercase and lowercase letters and knowing the most common sound each represents.

Should Children Learn the Alphabet in A-to-Z Order?

Children can learn to sing the alphabet in order, but phonics instruction does not usually teach letter–sound relationships from A through Z.

As the Literacy Hub explains, schools may teach letters that can quickly be combined into words, introduce short vowel sounds early and separate letters that look or sound similar.

Before school, your child’s name is an obvious place to begin.

Parent tip: Make a few large, clear labels together using your child’s name. Place them on their bedroom door, cupboard or chair, and point the name out naturally. Recognising their own name can be useful when they start Foundation, where names are often used to label cubbies, bag hooks, tables, trays and artwork.

What Does Research Say About Teaching Alphabet Knowledge?

The Australian Education Research Organisation’s early-literacy guide recommends activities that combine alphabet knowledge – letter names and sounds – with phonological awareness.

A meta-analysis of 37 alphabet-learning studies found that instruction improves the alphabet knowledge being directly taught. Letter-sound teaching had a stronger effect on letter-sound knowledge than teaching letter names alone, and alphabet instruction was more useful when connected with sound awareness.

What does that look like at home?

• show the written letter
• say its name and common sound clearly
• listen for that sound in spoken words
• find the letter again in meaningful print
• revisit it rather than expecting instant recall

Keep the letters among conversation, new words, books, songs, rhymes and drawing. A poster gives you something to point to; it can’t have the conversation for you.

This is where flashcards can really shine. In Shichida early learning classes, flashcards are paired with spoken language, songs and games to introduce letters and words in short, pressure-free bursts. Children see and hear these ideas again through other activities, giving recognition time to build naturally. Parents also see how the activities work and can use the same playful approach at home.

Photo by Shichida Australia, taken during a preschooler early learning class.

Seven Letter Activities That Don’t Feel Like a Lesson

1. Begin With Their Name

Find the first letter of your child’s name on a card, sign or alphabet chart. Add the rest of the name when they’re ready.

2. Show, Then Ask

Give the answer before you ask for it. Try, “This is S. It makes /s/ in sun.” Later, see whether your child can find S again.

3. Go on a Letter Hunt

Choose one familiar letter and look for it in books, food packaging, numberplates and shop signs.

4. Listen for First Sounds

Choose two objects with noticeably different first sounds. Say their names slowly and help your child listen for the first sound before connecting it with a letter.

5. Match Uppercase and Lowercase Letters

Start with a few pairs, such as M m, S s and T t. Avoid presenting all 52 shapes at once.

6. Use Movable Letters or Picture Cards

Cards and magnetic letters can be sorted, matched and placed beside familiar objects. Shichida Australia’s free ABC flashcards can be used for short matching and first-sound games.

7. Read and Talk Every Day

Alphabet knowledge is not a substitute for language. Share books, describe pictures, explain unfamiliar words and let your child tell you what they think is happening.

Where an Alphabet Chart Fits

An alphabet chart helps children see all 26 letters together and gives them somewhere to look when they are trying to find or compare a letter.

Look for:

• uppercase and lowercase pairs
• a clear, familiar font
• large letters with good spacing
• simple picture cues
• strong contrast without a distracting background

Check picture cues carefully. B for ball makes the common /b/ sound easy to hear. Traditional examples such as xylophone are less straightforward because the word begins with /z/, not the /ks/ sound commonly represented by x in box.

Shichida Australia’s Animal Alphabet Poster is a paid A2 laminated, waterproof poster with uppercase and lowercase letters and animal illustrations. It is made as a durable home reference for children from around six months to four years.

Use it for pointing, naming and letter hunts. Like any chart, it works best when someone uses it with the child instead of leaving it to become part of the wallpaper.

What About Learning to Write Letters?

Recognising a letter and forming it by hand are different skills. A child might know that M is the first letter of their name before they have the hand control to write it clearly.

When your child wants to write, start big:

• Trace the letter with a finger.
• Make it in the air.
• Form it with playdough or in sand.
• Copy a large version with a crayon.
• Move to smaller letters and pencils when the large shapes feel comfortable.

For more detailed writing guidance, see Learning to Write Alphabet Letters Using Activities, Worksheets and an Age Guide and pencil grip development.

Shichida Australia’s Alphabet Workbook is a more structured paid resource for children who are ready to work on letter formation.

When Should Parents Ask for Advice?

A toddler who doesn’t know letters isn’t automatically showing a developmental problem. Letters are only one piece of what you’re seeing.

It may be worth speaking with your child’s preschool educator, classroom teacher or GP if you also have concerns about:

• hearing or vision
• understanding or using spoken language
• speech sounds
• remembering skills that have been explicitly taught and practised
• ongoing difficulty following classroom literacy instruction
• frustration that is making reading or writing consistently distressing

For a school-aged child, start with the teacher. They know what has been taught, can see how your child manages in class and can tell you whether extra support may help.

How Letters and Language Appear in Shichida Classes

Alphabet work takes up only a small part of a Shichida lesson. Letters and phonics appear alongside songs, vocabulary, stories, memory activities, early numeracy, problem-solving and fine-motor tasks. With more than 20 short activities in a lesson, children are rarely doing one thing for long.

Photo by Shichida Australia, here a toddler is playing a category matching game alongside a parent. They briefly discuss each object before placing it in the category it belongs to.

Teachers show the material clearly and bring skills back again in later lessons. A child isn’t expected to answer correctly every time. Parents attend with children under five, so they can see which activities hold their child’s attention and borrow ideas for home.

Shichida doesn’t replace the phonics sequence taught at school, and it isn’t specialist literacy support. It gives young children a wider early learning class in which letters and sound awareness are included, without making them the whole lesson.

What About Numbers?

Written numbers take time too. The symbol 3 means more when a child can match it with three objects and count them.

Shichida Australia has math flash cards and other activities in its Free Resources collection.

Photo by Shichida Australia: A preschooler completes a maze, building problem-solving skills, pencil control and hand endurance – this makes later writing easier and less tiring for young children.

See How Your Child Responds to Shichida

There is no prize for rushing a young child through the alphabet. Let them hear plenty of language, show them letters clearly and bring familiar ideas back without making every encounter a quiz.

Shichida Australia runs fun weekly 50-minute parent-and-child classes from six months of age. Each lesson moves through 20–25 brief activities involving language, memory, concentration, early numeracy and problem-solving.

New enrolments are accepted up to age five, with centres across Sydney and Melbourne.

The best way to judge whether the pace and style suit your child is to see a class for yourself.

Book a Shichida trial class or learn more about Shichida Australia.

Key Takeaways

• W-sitting is a common floor position in which a child sits with their bottom between their feet and their legs forming a W.
• It can feel comfortable because young children naturally have more inward rotation through their thigh bones and hips.
• A 2024 systematic review found no evidence that W-sitting causes developmental hip dysplasia and no scientific basis for routinely prohibiting it.
• A 2020 study of 104 children found no meaningful difference in hip dysplasia between children who had W-sat and those who had not.
• Current evidence does not show that W-sitting causes in-toeing, flat feet, poor posture or weak core muscles.
• Occasional W-sitting is generally not a concern in a typically developing child who moves comfortably between different positions.
• Seek professional advice if your child has pain, difficulty changing position, loss of movement skills or broader concerns with mobility or development.

“Fix your legs.” “Sit properly.” “Don’t sit like a W.”

Many parents start correcting the W sitting position after hearing that it can damage a child’s hips, weaken their core or affect the way they walk. Search online and you will still find warnings that make an ordinary sitting habit sound dangerous.

However, the available research is far less alarming. A 2024 systematic review found no scientific evidence supporting routine advice against W-sitting and no association between the position and developmental hip dysplasia.

So why is the advice so divided – and what should you actually do when your child settles into that familiar W?

Quick Answer: Is the W-Sitting Position Bad for Children?

For most typically developing children, W-sitting is a normal and comfortable position. Current research does not show that it causes hip dysplasia, in-toeing, contractures or functional problems. You generally do not need to correct your child every time they W-sit.

Pay attention to your child’s overall movement rather than the position alone. Speak with a GP, child health nurse or paediatric physiotherapist if your child experiences pain, cannot move comfortably between positions, loses a skill or has other movement or developmental concerns.

This article provides general information and is not a substitute for individual medical advice.

What Should Parents Do?

What you notice	What to do
Your child W-sits comfortably, changes positions and moves normally	There is usually no need to intervene.
Your child W-sits frequently but can comfortably use other positions	Offer varied play and sitting options without making W-sitting forbidden.
Your child has pain, cannot change position, moves asymmetrically or has lost a skill	Speak with a GP, child health nurse or paediatric physiotherapist.

What Is the W-Sitting Position?

In the W-sitting position, a child sits on the floor with:

• their bottom between their feet
• their knees bent in front of them
• their lower legs angled out beside their hips

Viewed from above, the legs form the shape of a W. The position is also sometimes called “television sitting”.

You might see your child W-sit while looking at a book, building with blocks, completing a puzzle or concentrating on another floor activity.

Why Do Children Sit in a W Position?

For many children, the simple answer is comfort.

Young children naturally have more inward rotation in their thigh bones than adults. This is known as femoral anteversion. It is a common developmental variation that generally reduces as children grow.

Children with greater inward hip rotation may find W-sitting more comfortable than sitting cross-legged. The position also gives them a wide base on the floor, allowing them to use their hands without having to make as many balance adjustments.

This does not automatically mean a child has weak muscles, poor balance or a developmental condition. Their anatomy may simply make the position easy to use at that stage.

W-Sitting Myths Versus Current Evidence

Advice about W-sitting has often been based on plausible-sounding mechanical theories rather than demonstrated long-term outcomes.

Common claim	What current evidence says
W-sitting causes hip dysplasia	The 2024 systematic review found no association between W-sitting and developmental hip dysplasia.
W-sitting causes or worsens in-toeing	Femoral anteversion can make both in-toeing and W-sitting more likely, but W-sitting has not been shown to cause bone rotation. Children’s Mercy states that W-sitting does not worsen femoral anteversion.
W-sitting causes flat feet or poor posture	Current research has not established that W-sitting causes either condition. Associations do not prove that the sitting position caused them.
W-sitting weakens the core	There is no good evidence that occasional W-sitting weakens a child’s core. Research in this area is limited, and one included muscle-activation study involved adults rather than children.
Every child should be stopped from W-sitting	The systematic review found no scientific evidence supporting routine prohibition of the position.

What the 2024 Systematic Review Found

The review searched five major research databases and included seven relevant studies. Its authors found that much of the existing evidence was limited or methodologically unable to show that W-sitting caused the problems attributed to it.

The review concluded that:

• W-sitting was not associated with developmental hip dysplasia
• there was no scientific evidence supporting advice to prohibit W-sitting
• the available evidence did not establish other orthopaedic deformities caused by the position
• more high-quality, long-term research is still needed

That final point is important. “No evidence of harm” does not mean every possible question has been studied perfectly. It means the confident warnings commonly given to parents are not supported by the available outcome evidence.

The strongest direct study of hips was published in 2020. Researchers reviewed hip and pelvic X-rays from 104 children and asked families about the children’s sitting habits. Hip dysplasia was found in 9% of children who currently or previously W-sat and 10% of those who had never W-sat – a difference that was not statistically significant. The researchers concluded that W-sitting was not associated with hip dysplasia.

A 2021 paediatric orthopaedic review reached a similar conclusion. It reported no scientific evidence that W-sitting leads to hip dislocation, contractures or functional deficits. In 2025, specialists at Children’s Hospital Los Angeles also advised that W-sitting is not a hip concern in typically developing children.

The International Hip Dysplasia Institute also describes W-sitting as normal for many children and states that it does not harm developing hips or contribute to hip dysplasia.

Why Do Some Professionals Still Advise Against W-Sitting?

Some physiotherapists and other clinicians still suggest limiting prolonged W-sitting. Their concerns often relate to the position’s wide base, reduced need for balance adjustments or theories about muscle use, posture and joint loading. These can be reasonable points to consider when assessing an individual child, especially one who already has pain, limited movement or a diagnosed condition.

However, a biomechanical theory is not the same as evidence that the position causes a lasting problem. The research available to date has not demonstrated the commonly claimed long-term harms in typically developing children. The most accurate advice is therefore not that W-sitting has been proven harmless in every possible circumstance, but that W-sitting alone is not a reason for parents to worry or repeatedly intervene.

The Pediatric Orthopaedic Society of North America’s OrthoKids resource likewise notes that the belief that W-sitting is bad has not been proven. As with any sitting position, the wider picture – comfort, mobility, symmetry and development – is more informative than the shape of the legs at one moment.

Does W-Sitting Make In-Toeing Worse?

In-toeing means that one or both feet turn inward while a child walks. One common cause is femoral anteversion – the same natural thigh-bone rotation that can make W-sitting comfortable.

This shared anatomy can make the two appear together. That does not mean one caused the other.

Children’s Mercy explains that femoral anteversion usually improves naturally and that sitting in the W position does not worsen it. It reports that most cases correct as children grow, generally by around 10–12 years.

When W-Sitting Is Worth a Closer Look

The most useful question is not simply, “Does my child W-sit?” It is, “How does my child move overall?”

A child might W-sit while building a tower, kneel beside a table a few minutes later, sit with their legs forward to look at a book and then stand to run outside. In that pattern, W-sitting is one of many positions.

It is worth seeking professional advice if your child:

• experiences hip, knee, leg or back pain
• appears unable to move comfortably into or out of the position
• consistently uses one side of their body differently from the other
• avoids active play because movement seems difficult or uncomfortable
• loses a movement skill they previously used
• is not meeting expected gross motor milestones
• has other changes in walking, balance, coordination or movement that concern you

W-sitting by itself is not a diagnosis. These signs are reasons to discuss the broader movement pattern with a qualified professional.

Who Should Parents Speak To?

In Australia, a GP or child health nurse can be a useful first contact. They can consider your child’s overall health and development and refer you if a more detailed assessment is needed.

A paediatric physiotherapist can assess how your child sits, stands, walks, balances and moves between positions. An assessment does not mean something is necessarily wrong; it may simply provide reassurance or practical guidance suited to your child.

Photo by Shichida Australia, taken during a baby class.

Should You Stop Your Child From W-Sitting?

For an otherwise healthy child who occasionally W-sits and moves comfortably in other ways, current evidence does not support constantly correcting the position.

Repeated instructions to “fix your legs” can also interrupt a child who is concentrating on play. Rather than treating one position as forbidden, give your child natural opportunities to use a variety of positions and movements.

Alternative Floor Positions to Offer

You can occasionally set up an activity in a way that makes another position convenient:

Position	A simple way to use it
Cross-legged sitting	Place a book or puzzle directly in front of your child
Side sitting	Put toys slightly to one side so your child turns towards them
Long sitting	Sit with legs forward while rolling a ball back and forth
Kneeling or half-kneeling	Use a low table, couch or activity surface
Sitting on a small stool	Try drawing, sorting or fine motor play at a child-height table

These are options, not corrective exercises. If a position causes discomfort or your child physically cannot use it, do not force it. Ask a health professional for individual advice.

Photo by Shichida Australia, taken during a toddler class.

Movement, Coordination and Early Learning

Physical and cognitive development do not occur in completely separate worlds. A simple play activity can involve movement, attention, memory, language, problem-solving and fine motor control at the same time.

Shichida Australia’s guide to gross motor skills, developmental stages and milestones explains the larger movements involved in running, jumping, climbing and balancing. Its gross motor activities for preschoolers and guide to building gross motor skills through play provide additional age-appropriate ideas.

Looking for structured activities suited to your child’s age? Shichida is an early learning program for babies, toddlers and preschoolers. Weekly parent-and-child classes use short activities involving music, memory, flashcards, language, thinking and hands-on learning. Book a class today!

How This Connects With Shichida Classes

Shichida classes are early learning classes, not physiotherapy. They do not treat W-sitting, in-toeing or postural concerns.

The connection is variety. In each weekly class, children take part in more than 20 short activities involving music, language, memory, early numeracy, problem-solving and hands-on tasks. The parent joins the class, helping children feel secure while seeing practical ways to support learning.

Toddler Classes are available for children aged one to three, while Kinder Classes are designed for children aged three to five. The program also begins with baby classes from six months old.

You can also find simple home activities in Shichida Australia’s motor skill games for children.

Photo by Shichida Australia, taken during a preschooler class.

Let Your Child Show You How They Learn

Most parents who notice W-sitting do not need to begin a correction routine. Look at the broader picture: Can your child move comfortably, use different positions and take part in active play without pain?

Shichida Australia offers weekly 50-minute parent-and-child classes for babies, toddlers and preschoolers from six months old, with seven centres across Sydney and Melbourne. More than 20 brief activities give children different ways to listen, look, move, think and respond.

Sit in on a real class and see how your child approaches the activities. You may be surprised by what they can focus on, understand and remember.

Find your nearest Shichida centre or book a trial class.

Key Takeaways

• In the first five years, children’s brains form connections rapidly as they interact with the people and world around them.
• Young children learn through warm relationships, play, sensory experiences, language and repetition.
• A child may show what they know through recognition, imitation or action before they can explain it in words.
• Rich early experiences are valuable, but children do not need every moment filled with structured learning – it is best to strike a balance between guided play and free play.
• The Shichida Method brings several ways of learning together through short, varied activities shared by parent and child.

Young children learn continuously – through their relationships, senses, observation of adults and children around them, movement, play and repeated experiences. Their earliest years are also a time of particularly rapid brain development.

Understanding how young children learn can help you support your child without turning childhood into a race. It can also explain why early learning often looks very different from school.

Quick Answer: How Do Young Children Learn?

Young children learn through responsive relationships and active experiences. Talking, playing, reading, singing, moving and exploring allow them to connect new information with what they already know. Repetition strengthens these connections, while warm interaction helps children feel secure enough to take an interest, participate and try again.

During the first five years, this learning happens alongside rapid brain development. Children might recognise, imitate or use something they have learned before they can describe their understanding in words.

Why Are the First Five Years Important for Child Development?

Development includes much more than physical growth. It also covers language, thinking, movement, behaviour, emotions and social skills – and these areas influence one another.

The Raising Children Network explains that children’s brains develop connections faster in the first five years than at any other time. HealthyWA similarly describes the first five years as a particularly important period of brain development.

The Center on the Developing Child at Harvard University reports that more than one million new neural connections can form every second during the first few years. Early experiences help shape which connections become stronger and more efficient. This ability of the brain to change in response to experience is known as brain plasticity.

This does not mean the first five years determine everything or that learning stops at a certain birthday. The brain continues to develop and change throughout life. The early years provide important foundations upon which later skills can be built.

Photo by Shichida Australia, taken during a baby early learning class.

The Main Ways Young Children Learn

Young children do not separate learning into subjects in the way older students do. One simple activity can involve language, movement, memory, problem-solving and social interaction at the same time.

Through Relationships and Interaction

For babies and young children, learning begins within relationships. When your baby looks, babbles or gestures and you respond, they begin learning about communication, emotion and cause and effect.

These back-and-forth exchanges also help children feel safe and connected. Security does not guarantee that a child will participate in every activity, but it creates a strong setting for curiosity, attention and learning.

Through Their Senses and Movement

Young children use their whole bodies to investigate the world. They listen to voices and music, watch faces, handle objects, notice patterns and test what their bodies can do.

Sensory experiences become more useful when they are connected to interaction and meaning. A song with actions, for example, can combine sound, language, rhythm, memory, movement and shared enjoyment.

Through Play

Play gives children opportunities to observe, experiment, make choices and solve problems. Stacking blocks can develop coordination and spatial awareness. Pretend play can build language and flexible thinking. A simple game of taking turns can involve memory, self-control and social understanding.

Children also need room to follow their interests and attempt things independently. Adult guidance is valuable, but so is the chance to test an idea, make a mistake and try another way.

Through Repetition and Variety

Young children often want the same book, song or game again and again. Repetition helps them become familiar with sounds, words, movements and sequences. Each encounter can add another layer of understanding.

Variety is useful too. Seeing the idea of a circle in a picture, a plate, a wheel and a drawing helps a child apply the concept beyond one example. Effective early learning often combines familiar repetition with new ways to use a skill.

By Recognising Before They Can Explain

A toddler might identify an animal, remember a melody or follow a familiar sequence without being able to explain how they know it. This does not mean the learning is incomplete.

Language takes time to develop. Before children can give a verbal explanation, they may show their understanding by looking, pointing, choosing, copying, anticipating or using what they know in a new situation.

That is why observing what a child does can tell you more than repeatedly asking them to produce the correct answer.

Photo by Shichida Australia, showing toddlers during musical play.

7 Signs Your Young Child May Be Learning

Progress can be subtle, particularly for babies and toddlers who cannot yet describe what they understand. The following behaviours can be possible signs that your child is noticing, remembering or applying something they have experienced.

1. They Anticipate What Comes Next

Your baby moves when a familiar action song begins. Your toddler looks towards the page where a favourite animal appears. Your preschooler prepares for the next step in a repeated game.

Anticipation can show that a child remembers a sequence and is beginning to predict what will happen next.

2. They Ask for the Same Activity Again

Adults often crave novelty, but young children commonly return to the same book, song, puzzle or pretend game. Each repetition gives them another opportunity to notice details, practise a response and become more confident.

Wanting to repeat something does not necessarily mean your child needs a harder activity. They may still be building understanding through familiarity.

3. They Copy Something Later

A child might not imitate an action when you first demonstrate it. Hours or days later, you may see the same action appear during play.

This delayed imitation can show that your child observed, remembered and retrieved the experience when it became relevant to them.

4. They Recognise an Idea in a New Setting

Recognising a circle on a worksheet is one step. Noticing circles in a plate, a wheel and a clock shows that the child is beginning to connect the concept across different examples.

This ability to use knowledge beyond the original activity is an important part of learning.

5. They Notice When Something Changes

Your child corrects a familiar lyric, notices that a picture is missing or pauses when the usual order changes. These reactions can show that they have formed a mental expectation and recognised the difference.

6. They Use What They Know During Play

Children often practise new language, ideas and social situations through play. A child serving pretend food, counting toy cars or retelling part of a story is bringing previous experiences into something they control.

This is one reason play can reveal understanding that does not appear when a child is questioned directly.

7. Their Participation Changes Over Time

Progress might look like watching for a little longer, joining one part of a song, attempting a task independently or returning after an unsuccessful try.

The change may be gradual. Looking across several weeks often gives a clearer picture than expecting an immediate result from one activity.

Photo by Shichida Australia, showing preschoolers playing a literacy game.

How Learning May Look at Different Ages

The following examples are a guide, not a developmental checklist. Use them as ideas for observing and interacting with your child rather than testing what they can do.

Age	Learning may look like	Try this for five minutes
6–12 months	Looking, reaching, responding to voices and anticipating familiar actions	Repeat a short action song and pause before a familiar movement
1–2 years	Pointing, copying, matching and using early words or gestures	Name objects as your child places them into a container
2–3 years	Sorting, pretending, following simple sequences and repeating phrases	Sort safe household objects by colour, type or size
3–4 years	Asking questions, recalling events and using ideas during pretend play	Put three pictures or events into a simple sequence
4–5 years	Explaining choices, following more steps and applying familiar rules in new ways	Make a prediction, test it together and discuss what happened

Photo by Shichida Australia, taken during a toddler early learning class.

What Does Shichida Mean by the Golden Period?

The Shichida Method was developed in Japan by Professor Makoto Shichida. Within the Method, the Golden Period refers to the particularly receptive first three years of life. Shichida Australia’s explanation of the Golden Period connects this stage with rapid development and children’s responsiveness to early experiences.

A Note About “Right-Brain Learning”

Shichida has historically used the term right-brain learning for intuitive, image-based and creative activities. This is language from the Shichida philosophy, not a claim that children learn with only one half of their brain. Modern neuroscience understands that both hemispheres work together across most complex activities.

In practice, Shichida’s approach is broader than a right-versus-left division. Shichida lessons combine memory, language, numeracy, creativity, movement, fine motor tasks, social interaction and emotional development. You can also read how Shichida compares with other early childhood education philosophies.

Interested in how this looks in practice? Try a Shichida Early learning Class – you and your child will love it! Perfect for ages 6 months to 5 years old. Book a class here.

How Shichida Classes Apply These Ideas

Shichida classes are planned around the understanding that young children can engage with many kinds of information when it is presented in brief, age-appropriate ways.

In a weekly 50-minute class, children move through a carefully ordered series of activities. Depending on their age and stage, these may include:

• songs, rhythm and movement
• vocabulary and language activities
• early literacy and numeracy
• Flashcards
• memory and matching games
• image and visualisation activities
• fine motor and problem-solving tasks
• relaxation and breathing
• Intuition Training

The pace comes from variety, not pressure. Activities change before they become drawn out, and skills are revisited in increasingly advanced ways as children progress through the program.

For children under five, a parent attends and participates. This gives the child reassurance and allows the parent to see how activities are presented, notice how their child responds and take useful ideas into everyday life.

What Learning Can Look Like in Class

Learning does not always look like sitting still, answering aloud or completing an activity perfectly.

A baby may watch briefly and respond to the same song weeks later. A toddler may look away but still anticipate what comes next. A preschooler may choose the correct answer without being able to explain their reasoning. Another child may need more repetition before their understanding becomes visible.

These responses are not identical, because children develop at different rates and show their learning in different ways. Teachers therefore look for progress over time rather than expecting immediate proof after every activity.

Photo by Shichida Australia, taken during a preschooler early learning class.

Simple Ways to Support Early Learning at Home

You can:

• talk about what you are doing during meals, bath time and travel
• respond when your baby looks, sounds or gestures towards something
• read together and let your child point, turn pages or join familiar words
• sing songs with rhythm, rhyme and actions
• count real objects as you tidy, cook or shop
• offer drawing, puzzles, construction and simple sorting activities
• provide time for active, sensory and imaginative play
• repeat favourite activities while occasionally adding a new challenge
• follow your child’s interest instead of testing them at every opportunity
• keep structured activities short and finish before they become stressful

The goal is to provide a warm, responsive environment with plenty of opportunities to communicate, play, practise and participate.

What If My Child Is Already Older Than Five?

No worries – they have not missed their chance to learn. Children continue developing throughout childhood, adolescence and adulthood. Each stage of child development brings different strengths and opportunities.

Older children generally become better able to use language, plan, reason, reflect and work through more complex steps. Early childhood is an important foundation, not a deadline or a guarantee of later outcomes.

Understanding the first five years should help parents recognise and support early learning – not create anxiety, comparison or pressure.

Photo by Shichida Australia, taken during a Shichida kinder early learning class.

See How Your Child Responds to Shichida

Shichida Australia offers weekly parent-and-child classes for babies, toddlers and preschoolers from six months old. Each 50-minute class brings together more than 20 brief activities designed to build skills such as memory, concentration, language, numeracy, problem-solving and confidence.

A trial lets you sit in on a real class with your child, take part in the activities and see how they respond. Find your nearest Shichida centre or book a trial class.

If you are looking for early learning classes in Sydney, you may be comparing weekly programs with preschool or childcare. Although they all support young children, they do not provide the same experience.

Preschool gives children extended time in an early childhood setting, usually without a parent present. Shichida is a weekly, 50-minute parent-and-child class with its own age-based curriculum. It does not provide childcare and it is not a preschool.

Many families use both. Preschool may provide longer periods of play, routines and time with other children, while Shichida gives parents and children one structured class each week covering memory, language, literacy, numeracy, concentration and problem-solving.

This guide explains how the Shichida Method classes work, how they differ from preschool and what Sydney parents should consider before choosing an early learning program.

Quick Answer: Is Shichida a Preschool?

Shichida offers weekly early learning classes in Sydney for children from six months old. It is not a preschool or childcare service. Preschool usually provides longer periods of play-based learning, routines and interaction with other children, while Shichida uses 20–25 brief activities in a 50-minute parent-and-child class. Families can attend Shichida before preschool or use both programs alongside each other.

What Does Preschool in Sydney Usually Provide?

The NSW Department of Education’s preschool guide describes preschool programs as being usually for children aged three to five, or during the two years before primary school.

Children spend longer periods learning through play, taking part in group routines and building relationships outside the family. Depending on the service and the child, this can include language and literacy, early numeracy, movement, music, creative work, independence, communication and preparation for school.

Where Are Preschool Programs Offered?

In Sydney, a preschool program may be delivered through:

• a community preschool
• a long day care service
• a NSW Department of Education preschool
• a mobile preschool
• some family day care services

Hours, enrolment patterns, fees and available care vary. Long day care may suit a family that needs extended hours, while a community or public preschool may run shorter sessions on particular days.

Approved services are assessed against the National Quality Standard. The NSW Department of Education recommends checking a service’s quality rating, hours, fees, educator arrangements, philosophy and approach to family involvement. Its choosing a quality service guide gives parents a useful list of questions to ask.

What Is the Early Years Learning Framework?

Approved early childhood services use Belonging, Being and Becoming: The Early Years Learning Framework for Australia. The framework guides educators as they plan, deliver and assess play-based learning that supports children’s identity, wellbeing, communication and development. The current approved frameworks are available through ACECQA.

For a parent-friendly explanation, see Shichida Australia’s guide to the Early Years Learning Framework.

Shichida is not an approved preschool or childcare service and is not governed by the EYLF. It follows a separate Shichida curriculum. The two should not be presented as competing versions of the same program.

Early Learning Classes Sydney – Where Do Weekly Classes Fit?

An early learning enrichment program gives children regular learning experiences through a particular curriculum or teaching method. These programs do not usually offer all-day care. They may concentrate on one area, such as music or movement, or work across several areas.

Shichida sits in the second group. It is a structured early learning program using short activities that involve language, memory, early literacy, numeracy, problem-solving, creativity and concentration.

Parents can also view the full Shichida program to see how these learning areas fit together.

The pace is different from preschool. A preschooler might spend a long stretch building, drawing or playing with friends. In a Shichida class, the teacher moves between many brief activities. Children listen, look, respond, sing and work with hands-on materials, with their parent beside them.

Why Do Families Add Shichida to the Week?

Parents come for different reasons. Some want a wider range of learning activities than they know how to provide at home. Some value a curriculum that revisits skills as their child grows. Others want one scheduled time each week when they can learn with their child and see how a teacher presents each activity.

At Shichida, parents participate with children under five. They can watch how their child approaches a challenge, hear the language used by the teacher and take ideas into everyday play at home.

Shichida can be an important part of a child’s early learning, but it does not reproduce the longer peer interaction, care or daily routines of preschool. Many families use both for different reasons.

What Happens in a Shichida Class?

The Shichida Method was developed by Professor Makoto Shichida in Japan more than 65 years ago. In Australia, preschool-aged children attend one 50-minute class each week with a parent.

Each lesson moves through 20–25 brief activities. The mix may include memory, early literacy, numeracy, language, problem-solving, creativity, concentration, songs and fine-motor work.

For a detailed comparison checklist of Shichida vs Preschool please download here.

What Does “Whole-Brain Learning” Mean at Shichida?

Whole-brain learning is Shichida’s term for bringing many types of learning into the same program. Professor Shichida’s original philosophy placed particular attention on imagination, visualisation, intuition and creativity, alongside language, memory and logical thinking.

It should not be read as a claim that children use only one side of the brain at a time. In the classroom, it means children move between different demands: they might listen to music, picture a scene, remember a sequence, solve a number problem and take part in sensory play within one lesson.

Learning Is Broader Than School Readiness

Shichida includes literacy, numeracy, memory and thinking skills, but the aim is not to push preschoolers into formal schoolwork early.

Children also practise listening, persistence, confidence, curiosity and communication. A child may not answer correctly the first time an idea appears. Teachers bring skills back across later lessons so understanding has time to grow. The program is designed to help children enjoy learning, not turn every activity into a test.

Parents Are Part of the Class

For children under five, the teacher guides both parent and child. Parents see what their child notices, where they hesitate and which activities draw them in. They also learn simple ways to repeat ideas at home without trying to recreate the whole lesson.

This shared participation is why parent-child learning and bonding are built into the Shichida Method.

A Learning Pathway From Six Months

Shichida’s curriculum begins from six months. New students can join before age five. Children who begin during this entry period can continue into the Pre-Primary and Primary stages through to age nine, with activities becoming more advanced as they grow.

Baby classes use songs, sensory experiences, movement, parent interaction and brief visual activities suited to that stage.

Shichida Centres in Sydney

Sydney families can attend Shichida in Chatswood, Parramatta or Burwood.

Every Shichida early learning centre follows the same age-based curriculum.

Age Groups and Program Stages

Shichida is one continuous program that changes as a child grows:

• Baby: 6–12 months
• Toddler: 1–3 years
• Kinder / Preschool: 3–5 years
• Pre-Primary: 5–7 years
• Primary: 7–9 years

New enrolments are accepted before age five. Children who join during the entry period can continue through the later program stages to age nine.

See Whether Shichida Suits Your Child

Reading can explain the difference between preschool and Shichida, but it cannot show you how your child will respond to the pace, the teacher or the activities.

A Shichida trial lets you sit in on a real class with your child. You can see the parent-child format, watch how the teacher moves between activities and decide whether the program is a good fit for your weekly routine.

Shichida welcomes new enrolments from six months to before age five, with Sydney centres in Chatswood, Parramatta and Burwood.

Book a Shichida trial class or contact the team to find your nearest centre.

Key Takeaways

• The average IQ score for a child is 100. Tests are adjusted by age, so children are compared with other children of the same age.
• Around two-thirds of children score between 85 and 115. This is commonly described as the average range.
• A percentile is different from a percentage. A score at the 75th percentile does not mean the child answered 75% of the questions correctly.
• One score should not be interpreted in isolation. A child’s index scores, development, learning history and day-to-day functioning provide important context.
• IQ does not capture the whole child. Creativity, motivation, emotional intelligence, confidence, curiosity and social skills are not fully measured by a standard IQ test.

An IQ score can look very precise, but what does the number actually tell you about your child?

IQ score ranges for children show how a child performed on a standardised set of cognitive tasks compared with other children of the same age. They can provide useful information about areas such as reasoning, memory and problem-solving, but they cannot measure every kind of ability or predict a child’s future.

Quick Answer: What Are the IQ Score Ranges for Children?

On many widely used IQ tests, the average score is set at 100. Around 68% of children score between 85 and 115. A score of 130 is approximately at the 98th percentile, while a score of 70 is approximately at the 2nd percentile.

These ranges describe performance on a particular test. They are not grades, pass-or-fail results or complete measures of a child’s potential.

Child IQ Score Chart

The table below shows a commonly used distribution for tests with an average of 100 and a standard deviation of 15.

These percentages and percentiles are approximate. Tests and organisations may use different names or cut-off points for score ranges. Pearson notes that qualitative labels are suggested ways of communicating results rather than evidence-based descriptions of a child.

How Does the IQ Bell Curve Work?

IQ scores are commonly arranged along a bell-shaped curve. Most scores sit near the centre, with progressively fewer scores at the higher and lower ends.

The centre of the curve is 100. On tests using a standard deviation of 15:

• Around 68% of children score within 15 points of 100: between 85 and 115.
• Around 95% score within 30 points of 100: between 70 and 130.
• Only a small percentage score below 70 or at 130 and above.

This is a comparison with the test’s norm group. It does not mean that children near the centre are all alike or that children outside the centre will have the same strengths, needs or experiences.

IQ Score and Percentile Chart for Children

A percentile tells you where a score sits in relation to same-age children in the test’s comparison group.

For example, an IQ score of 120 is approximately at the 91st percentile. This means the result was equal to or higher than the results of roughly 91% of same-age children in the norm group. It does not mean the child answered 91% of the test correctly.

Why Is the Average IQ 100 at Every Age?

Children do not need to reach a higher IQ number as they get older. IQ tests are age-normed, which means a child’s performance is compared with the performance of children in the same age group.

A five-year-old and a ten-year-old can both receive an IQ score of 100, even though the older child completes more advanced tasks. In each case, 100 indicates performance close to the average for that child’s age.

This is why an age-by-age list showing a different “ideal IQ” for each birthday would be misleading. You can read more in our guide Average IQ for kids by age.

What Does Each Child IQ Score Range Mean?

IQ Below 70

A score below 70 indicates that a child performed significantly below most same-age children on the cognitive skills measured by that test. It may lead a psychologist to look more closely at the child’s learning and support needs.

However, an IQ score alone does not diagnose an intellectual disability. Assessment also considers adaptive functioning – how a child manages communication, social understanding, self-care and everyday tasks – as well as developmental history and other evidence. The American Association on Intellectual and Developmental Disabilities states that both intellectual functioning and adaptive behaviour must be considered.

Parents should discuss a result in this range with the psychologist who completed the assessment rather than drawing conclusions from the number alone.

IQ From 70 to 84

This range is below the statistical average, but it does not automatically mean that a child has a learning disability or intellectual disability.

The child may benefit from extra support in particular areas, or the full assessment may reveal a mixed profile. For example, verbal reasoning may be stronger than working memory or processing speed. Language background, attention, anxiety, fatigue and the suitability of the assessment can also affect performance.

The most useful question is not simply, “Is this score low?” It is, “What does the full assessment tell us about how this child learns and what support would help?”

IQ From 85 to 115

Most children score within this broad average range. A score here means the child’s overall performance was reasonably close to that of most children their age.

An average Full-Scale IQ does not mean that every skill is average. A child may have strong visual reasoning alongside weaker processing speed, or strong verbal skills alongside difficulty holding information in working memory. Looking at the individual index scores can provide more useful information than the overall number.

Children within this range can also have specific learning difficulties, advanced abilities, creative strengths or emotional needs that are not apparent from the total score.

IQ From 116 to 129

A score between 116 and 129 is above the average range. It suggests that the child performed more strongly than most same-age children across the tasks contributing to the score.

This may appear in everyday learning as quick pattern recognition, strong reasoning or an ability to understand new ideas with less repetition. However, children with similar overall scores can still have very different profiles.

An above-average result should not become pressure to perform. Children still need appropriate challenge, room to make mistakes, emotional support and time for play.

IQ of 130 or Above

An IQ score of 130 is approximately at the 98th percentile and is often used as one indicator of giftedness. Requirements for gifted programs vary, and some use different thresholds or consider achievement, creativity, teacher observations and other evidence.

The National Association for Gifted Children recommends using multiple forms of assessment rather than relying on one test score. A high IQ result can help identify learning needs, but it does not describe a child’s personality, emotional development, motivation or abilities in every area.

What Skills Do Children’s IQ Tests Measure?

The exact tasks depend on the assessment and the child’s age. Widely used Wechsler assessments can provide information across areas such as:

• verbal comprehension
• visual-spatial thinking
• fluid reasoning
• working memory
• processing speed

A Full-Scale IQ combines performance across selected tasks into one overall score. Psychologists may also report separate index scores. These can show whether a child’s abilities are relatively even or whether there are meaningful differences between areas.

In Australia and New Zealand, the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV A&NZ) is designed for children aged 2 years 6 months to 7 years 7 months. The Wechsler Intelligence Scale for Children (WISC-V A&NZ) covers ages 6 years to 16 years 11 months. Both must be used and interpreted by appropriately qualified professionals.

How Reliable Is an IQ Score for a Young Child?

Age-appropriate cognitive assessments are available for preschool-aged children, but results in the early years need careful interpretation.

Young children are developing rapidly and may respond differently depending on their language, attention, comfort with the examiner, health, tiredness or mood. The National Association for Gifted Children notes that accurate IQ determinations can be difficult before age six and recommends considering observations, parent and teacher information, interviews and other evidence.

A formal report may also include a confidence interval around the score. This reflects the fact that an IQ result is an estimate, not a perfectly exact measurement. The Australian Psychological Society recommends interpreting a student’s pattern of strengths and weaknesses rather than focusing on a single test score.

Can a Child’s IQ Score Change?

A child’s score can differ when they are assessed again, particularly during the early years. This does not necessarily mean that a child has suddenly become more or less intelligent.

Differences may reflect development, the test used, the interval between assessments, changes in learning opportunities or factors affecting the child during either assessment. Practice effects can also influence results if the same test is repeated too soon.

For parents, the more useful focus is whether the assessment leads to suitable support. A score should help adults understand a child’s current learning profile; it should not become a permanent label.

What an IQ Score Does Not Measure

An IQ test measures specific cognitive abilities under standardised conditions. It does not fully measure:

• creativity and imagination
• emotional intelligence
• empathy and social understanding
• motivation and persistence
• confidence
• practical abilities
• artistic or musical ability
• curiosity and love of learning

These qualities can strongly influence how children learn, form relationships, respond to challenges and apply their abilities in daily life.

Shichida Australia offers parent-child early learning classes for families in Australia, using the Shichida Method for fun learning experiences.

Photo by Shichida Australia – children and parents completing educational activities together during a fun early learning class.

When Might a Child Need Cognitive Assessment?

Parents may consider speaking with a qualified psychologist when:

• a child is having persistent learning difficulties
• there is a large difference between apparent ability and school performance
• a teacher or health professional has raised developmental concerns
• advanced learning needs are not being met
• an assessment is required to plan appropriate educational support

The reason for testing should be clear. A comprehensive assessment usually draws on more than one source, including developmental history, interviews, observation, school information and standardised measures.

Online quizzes and informal activities cannot provide a clinically valid IQ score. If you want to understand your child’s learning needs, speak with a registered psychologist experienced in child assessment. Read our IQ Test for Kids: A Comprehensive Guide for more information about the process.

How Can Parents Support Cognitive Development?

Parents do not need to train children for IQ tests. Everyday experiences can support the abilities children use for learning:

• Read together and talk about the story.
• Make room for questions and help your child think through possible answers.
• Use puzzles, blocks, sorting, drawing and memory games.
• Let your child attempt age-appropriate problems before stepping in.
• Talk through sequences such as getting dressed, following a recipe or preparing for an outing.
• Support healthy routines, including sleep, active play and balanced meals.
• Help your child name emotions, recover from mistakes and try again.
• Notice effort, strategies and progress rather than comparing scores.
• Choose a weekly activity to do together – this creates routine and time set aside for each other.

The goal is not to chase a higher IQ score number, but to build a broad base of cognitive, emotional and practical skills that children can use across learning and life.

Photo by Shichida Australia – preschoolers attempting a tangram puzzle challenge.

Support Early Cognitive and Emotional Development

At Shichida Australia, weekly parent-and-child classes use varied, age-appropriate activities to build memory, concentration, language, problem-solving, confidence and emotional skills.

The program takes a whole-child approach, supporting both IQ and EQ as part of the broader developmental picture.

Shichida offers fun early learning classes across Sydney and Melbourne for children aged 6 months to 5 years. Children who enrol before age 5 can continue into the Primary School Program up to age 9.

Key Takeaways

• Your child’s brain forms over one million new neural connections every second in the first five years of life. That window doesn’t stay open forever.
• Brain activation exercises for kids don’t require special equipment or structured lessons. The best neuroplasticity exercises look exactly like play.
• The right activity depends on the age. A sensory bin works brilliantly for a toddler and does almost nothing for a seven-year-old.
• Repetition matters more than variety. Returning to the same activities builds stronger neural connections than constantly introducing new ones.

Most parents searching for brain activation exercises for kids already do three of them before breakfast. They just don’t know it.

Shichida has spent 15 years helping Australian families understand what builds a child’s brain during the golden period, birth to age nine, and the answer is almost never what parents expect.

This guide shares the neuroplasticity exercises that genuinely work, organised by your child’s age, so you can stop guessing and start growing together.

What are brain activation exercises?

Brain activation exercises are activities that stimulate the formation and strengthening of neural pathways. They include movement, sensory play, pattern recognition, language games, and music. Any experience that asks the brain to process, respond, and adapt counts.

The science behind them is neuroplasticity: the brain’s ability to physically change and grow in response to experience. According to Harvard’s Center on the Developing Child, a child’s brain forms over one million new neural connections every second in the early years. That rate never happens again.

Why early childhood is the critical window

Shichida calls the period from birth to age three the golden period, when the brain is most flexible and most receptive to the kind of stimulation that builds lasting capacity. Starting early doesn’t mean pushing harder. It means choosing the right activities at the right time.

Photo by Shichida Australia: Babies playing games during a Shichida Baby Class – stimulating brain developmnet through play alongside a parent.

What brain activation exercises work best for babies and toddlers?

At this age, the brain grows faster than at any other point in life. Activities need to be sensory, repetitive, and parent-led. Toddlers don’t need an exercise program. They need texture, movement, and your voice.

• Sensory bins: Fill a container with rice, sand, or water and hide small objects inside. Tactile input builds neural pathways for motor planning and sensory processing.
• High-contrast visual play: Bold patterns and Shichida-style flashcards stimulate the visual cortex during its most sensitive developmental window. Brief, high-speed sequences are more effective than slow ones.
• Animal walks: Crawling like a bear or waddling like a duck activates both brain hemispheres simultaneously. Cross-body movement is one of the most well-evidenced early brain activation exercises.
• Rhythm and music: Clapping games, nursery rhymes, and simple percussion build neural pathways through repetitive auditory and motor input.
• Back-and-forth conversation: Research from the University of Washington found that conversational turn-taking at five months old predicts stronger language development later. Even before your child has words, they’re practising the neural circuits for communication.

Explore how we use these brain activation activities in our baby classes and toddler classes.

Photo by Shichida Australia: Toddlers having fun – sorting and category matching games are powerful neuroplasticity exercises for kids, enhancing memory, problem-solving, vocabulary and pattern recognition through fun, brain-building play!

What brain activation exercises work best for preschoolers?

Preschoolers can handle more structured challenges. This is when pattern recognition, language games, and imaginative play produce the strongest neural development.

• Puzzle games and shape sorting: Matching and sequencing build pattern recognition and cognitive flexibility. The brain is learning to predict, think critically and problem-solve.
• Memory matching games: Simple pairs games build working memory, the capacity that most strongly predicts later academic performance. Memory training is one of Shichida’s core program techniques for exactly this reason.
• Storytelling and word games: Rhyming, making up stories, and reading aloud build neural connections in speech and comprehension areas.
• Music and rhythm: A study in Frontiers in Psychology found that music-based activities significantly improved attention control in preschool children. Clapping patterns and echo songs are enough.
• High-speed flashcards: Brief, fast-paced visual sequences build processing speed and right-brain activation, the Shichida flashcard techniques parents see used in every class.

Activity	Brain area	Best age
Sensory bins	Motor cortex, sensory processing	0 to 3
High-speed flashcards	Visual cortex, right brain	0 to 9
Memory matching games	Working memory	3 to 7
Music and rhythm	Both hemispheres	All ages
Animal walks	Cerebellum, attention	1 to 5

See how these activities are structured for preschoolers at our Shichida kinder classes.

Photo by Shichida Australia: Preschoolers playing a phonics matching game during a Shichida Kinder Class.

What brain activation exercises work best for school-age children?

By school age, the brain is ready for cognitively layered challenges. Activities that combine planning, sequencing, and working memory at the same time produce the strongest results.

• Strategy games and logic puzzles: Chess, tangrams, and sequencing games build executive function and cognitive flexibility.
• Learning a musical instrument: The strongest single evidence base for neuroplasticity in school-age children. Playing an instrument engages motor, auditory, and visual brain regions simultaneously.
• Speed reading and visual chunking: Shichida’s speed reading technique builds eye tracking, processing speed, and reading fluency at the same time.
• Mindfulness and deep breathing: Brief structured mindfulness strengthens prefrontal cortex connections. Two to three minutes before school or before bed is enough.

Explore how we develop these skills at Pre-Primary classes (ages 5 to 7) and Primary classes (ages 7 to 9).

Photo by Shichida Australia: Tangram puzzle challenges are great learning fun for kids!

How does Shichida use neuroplasticity principles in every class?

Shichida delivers these activities in the right sequence, at the right age, with the right repetition. And you’re in the room for every session, experiencing your child’s joy while they learn!

Classes are capped at six children, combining flashcard work, memory training, and right-brain activation techniques built around the golden period. This window, birth to age three, is when the brain is most receptive. It won’t come around again.

Book a free trial class at your nearest centre.

Key Takeaways

• Most babies take their baby’s first steps between 9 and 18 months, and this wide range is completely normal.
• The journey to baby walking is more important than the age it happens. Pulling up, cruising, standing and balancing all build the skills needed for walking.
• The safest way to support your baby as they learn to walk is to let your baby hold your finger at shoulder height rather than lifting both arms overhead.
• Sit-in baby walkers are not recommended. A sturdy push toy provides a safer way to practise walking.
• Barefoot indoor play gives your baby valuable sensory feedback that supports balance and coordination.
• Walking develops through everyday play, exploration and repetition, not through pressure or formal practice.
• Speak with your Maternal and Child Health nurse or GP if your baby is not walking by 18 months or shows other developmental concerns.

“Should my baby be walking by now?”

It’s a question many parents ask, especially when other children seem to be reaching milestones sooner or your little one is happily cruising along the furniture but not taking independent steps yet.
The truth is that babies learn to walk at different ages. While many take their first steps around their first birthday, it’s completely normal for healthy babies to start walking anytime between 9 and 18 months.
Walking isn’t just about that first step. Before it happens, your baby develops the strength, balance and coordination needed through milestones like sitting, crawling, pulling up and cruising.
Understanding these milestones can help you recognise your baby’s progress, support their development with confidence, avoid common mistakes, and know when it may be worth speaking with a health professional.

Quick Answer

Most babies take their first independent steps between 9 and 18 months, with the average around 12 months. Before walking, babies usually pull themselves up, cruise along furniture and briefly stand without support. You can encourage healthy walking by providing plenty of floor time, creating opportunities for balance-building play, letting your baby hold your finger rather than lifting both hands overhead, and allowing them to practise at their own pace.

When Do Babies Take Their First Steps?

One of the biggest concerns parents have is whether their baby is “on time” for walking. Fortunately, there isn’t a single age that’s considered normal.
Most babies begin baby walking sometime between 9 and 18 months, with many taking their first independent steps around 12 months. This broad range reflects the fact that every child develops differently.
Your baby’s walking timeline isn’t a race or a prediction of future abilities. It’s simply one part of their unique developmental journey.

The Typical Age Range for First Steps

Although many milestone charts mention the first birthday as a common age for walking, it’s important to remember that this is only an average.
Some babies confidently walk at 10 months. Others are perfectly content crawling until 16 or 17 months before suddenly taking off. As long as your baby continues making progress with other gross motor milestones for babies, this variation is usually nothing to worry about.
Even babies who skip crawling altogether can develop normal walking skills. Rather than following one exact sequence, babies often find their own way to becoming mobile.

Why Walking Timing Varies So Much

Several everyday factors influence when babies take their first steps.
Some babies are naturally adventurous and eager to explore. Others are more cautious and prefer to perfect one skill before trying the next.
Other influences include:

• opportunities for floor play
• body proportions and muscle strength
• spending time barefoot indoors
• having older siblings to copy
• home environments that encourage movement and exploration

These differences are completely normal and don’t reflect parenting quality.

First Steps Don’t Predict Future Skill

It’s easy to compare your baby with friends, cousins or children on social media.
However, early walkers are not necessarily more intelligent, more coordinated or more athletic later in life. Likewise, a baby who starts walking at 16 or 17 months isn’t automatically behind.
Walking is simply one milestone among many. Your baby’s language, social development, curiosity and confidence all continue to grow alongside their physical skills.
Instead of comparing timelines, celebrate your child’s own progress. Each new movement is another step towards greater independence.

Image by Shichida Australia: Babies playing drums during a Shichida baby class, building coordination, sensory awareness and confidence through music and movement.

Signs Your Baby Is Getting Ready to Walk

Parents often focus on the magical moment of those first independent steps, but there’s actually a whole series of pre-walking milestones that happen beforehand.
These smaller achievements build the strength, coordination and confidence needed for walking. The order isn’t always identical for every baby, but each stage supports the next.

Pulling Up to Stand

Around 8 to 10 months, many babies begin pulling themselves upright using furniture, your legs or the side of the cot.
This is an exciting milestone because it strengthens the hips, legs and core muscles while helping your baby learn how to shift their weight into a standing position.

Cruising Along Furniture

A cruising baby moves sideways while holding onto furniture.
Usually seen between 9 and 12 months, cruising teaches balance, side-to-side weight shifting and foot placement. Although it may look like simple shuffling, it’s actually an important stage that prepares babies for independent walking.
Many babies spend several weeks or even months happily cruising before they feel ready to let go.

Standing Independently for a Few Seconds

Before walking independently, your baby may suddenly let go of the furniture without realising it.
They might stand for two or three seconds, grin proudly, then quickly sit back down.
These brief moments show that your baby is beginning to trust their balance. Expect plenty of wobbling, arm waving and dramatic sitting down. It’s all part of learning.

Walking with Push Toys or Holding a Finger

Between 10 and 14 months, many babies begin walking with light support.
A sturdy push toy allows your baby to control their own movement while practising stepping. Likewise, gently holding your finger gives them just enough confidence without taking over their balance.
The goal isn’t to hold your baby’s weight but to let them gradually learn how to control it themselves.

First Independent Steps

Finally comes the milestone every parent remembers.
Your baby’s first steps are usually:

• wide-legged
• slow and wobbly
• arms held high for balance
• followed by plenty of falls

These early attempts rarely look graceful, and that’s exactly how they’re supposed to look.
Each wobble helps your baby’s brain develop better balance, coordination and body awareness. With practice, those uncertain little steps gradually become confident walking.

Image by Shichida Australia: Babies completing knob puzzles in a Shichida baby class, developing fine motor skills, hand-eye coordination, problem-solving and concentration.

How to Support Your Baby While They Learn to Walk

As your little one becomes more adventurous, it’s natural to want to help. However, one of the most common mistakes parents make is also one of the least talked about.
Many parents instinctively hold both of their baby’s hands above their head and walk them around the room. While well intended, this isn’t the safest or most effective way to be walking while holding your baby’s hand.

Why Overhead Hand-Holding Isn’t Ideal

Your baby’s shoulder joints and ligaments are still developing. Holding both hands high overhead places unnecessary strain on these joints, especially if your child stumbles or suddenly pulls away.
A sharp upward tug can sometimes contribute to nursemaid’s elbow, an injury where the elbow joint partially slips out of place. Although treatable, it’s something parents can often avoid by changing how they provide support.
Walking with both arms raised also changes your baby’s posture. Instead of learning to balance over their own feet, they tend to lean backwards into your support, making it harder to develop natural balance.

The Better Way: Let Your Baby Hold Your Finger

Rather than gripping both of their hands, offer a single finger or thumb at about shoulder height or slightly lower. Your baby naturally holds on while keeping one arm free to help with balance.
This simple adjustment:

• keeps the shoulder in a more natural position
• reduces unnecessary pulling on the joints
• encourages better posture
• allows your baby to practise balancing independently

Remember, your finger is there for reassurance rather than support.

Supporting from the Hips or Torso

Another helpful option is to squat behind your baby and gently steady them around the hips or torso.
Supporting from behind encourages your baby to shift their weight forward, which is exactly what happens during natural walking. It also allows them to decide when to step, pause or sit down.
Avoid lifting under the arms for long periods, as this can prevent your baby from learning how to control their own balance.

When to Step Back Entirely

Once your baby can confidently take two or three independent steps, try to resist offering constant support.
Those tiny wobbles are where learning happens.
Each time your baby catches themselves after losing balance, their brain is strengthening the pathways responsible for coordination, posture and movement planning.
Sometimes the best way to help is simply to stay close, smile and let them keep trying.
Key takeaway: If you’re holding your baby’s hands above their head while walking, try offering one finger at shoulder height instead. It protects developing joints while encouraging healthier balance and movement.

Image by Shichida Australia: Baby’s first steps begin long before walking. Through music, sensory play and parent-child interaction, babies build the balance, coordination and confidence that prepare them for independent movement.

Balance and Coordination Activities to Support Walking

Walking is not simply about building stronger legs. It also depends on balance, body awareness, core strength and confidence.
The good news is that you can help your baby develop these skills naturally through play.
Before your baby begins pulling themselves up and moving around furniture, make sure the area is safe. Cover sharp edges with soft corner protectors and secure any furniture or objects that could tip over or fall onto them.

Cruising Practice Along Low Furniture

Arrange sturdy furniture such as a sofa, coffee table and ottoman to create a safe cruising path.
Place favourite toys a short distance apart so your baby is motivated to move sideways while holding on.

Push-Toy Walking

A sturdy weighted push toy gives your baby the opportunity to practise walking while staying in control.
Unlike sit-in baby walkers, push toys allow children to stop, steer and balance independently.

Barefoot Floor Time

One of the easiest balance and coordination activities is simply allowing your baby to play barefoot indoors.
Bare feet help your baby feel the floor beneath them, giving valuable sensory information that supports balance and foot strength.

Squat and Stand Play

Place toys on the floor and others on a low table or couch.
Moving between squatting and standing strengthens the hips, legs and core while improving balance.

Stepping Over Soft Obstacles

Once your baby begins walking confidently, lay rolled towels or pool noodles on the floor.
Stepping over them encourages coordination, balance and careful foot placement.

Standing While Playing

Encourage your baby to stand at a child-sized activity table or low couch while exploring books, puzzles or blocks.
Standing for play naturally strengthens the postural muscles needed for walking.

Music and Movement

Hold your baby gently around the hips and sway together while listening to music.
These playful movements stimulate the vestibular system inside the inner ear, which plays an important role in balance.

Explore Different Surfaces

As your baby’s confidence grows, let them walk across grass, rugs, wooden floors and playground surfaces.
Experiencing different textures helps develop balance, coordination and body awareness.

Image by Shichida Australia: Babies following a puppet during a Shichida baby class, supporting field of vision, visual tracking, attention and sensory development.

What to Avoid: Baby Walkers and Other Common Mistakes

Sometimes knowing what not to do is also valuable.

Why Sit-In Baby Walkers Aren’t Recommended

Despite their popularity, sit-in baby walkers are discouraged by Kidsafe Australia and the Royal Children’s Hospital Melbourne.
Research has linked them with falls, especially down stairs, and they can encourage babies to walk on their toes while placing them in positions they’re not developmentally ready to manage.
A sturdy push toy is a much safer alternative.

Avoid Overhead Hand-Holding

Remember that holding both hands above your baby’s head can strain developing shoulder joints and interfere with natural balance.
A single finger at shoulder height is the better option.

Don’t Rush Shoes

Inside the home, barefoot is usually best.
Once your baby is walking outdoors, choose lightweight, flexible shoes that protect their feet without restricting natural movement.

Don’t Compare Babies

One baby may walk at 10 months while another waits until 17 months. Both can be completely healthy. Remember that development is not a competition.

When to Speak to Your Child Health Nurse or GP

Although variation is normal, it’s worth seeking advice if your baby:

• isn’t pulling to stand by around 12 months
• isn’t bearing weight through their legs by 12 months
• isn’t walking independently by 18 months
• shows a noticeable difference between one side of the body and the other
• continues persistent toe walking after walking becomes established
• loses skills they had previously gained

Your Maternal and Child Health nurse or GP can assess your child’s development and recommend further support if needed.

Image from Pexels: Baby’s first steps are easier to master when your child takes the lead. Offering a finger for support, rather than lifting both hands overhead, encourages natural balance and healthy walking development.

First Steps Safety: Childproofing for a New Walker

Walking opens an exciting new world, but it also introduces new safety risks.
Before your baby becomes fully mobile:

• anchor tall furniture and televisions to the wall
• install safety gates at the top and bottom of stairs
• cushion sharp furniture corners
• keep medications, cleaning products and small objects out of reach
• check baby gates regularly to ensure they’re securely latched
• supervise closely around kitchens, bathrooms and water

A few simple adjustments help create a safe environment for confident exploration.

Image by Shichida Australia: Babies watching an oversized abacus during a counting song in a Shichida baby class, supporting early number awareness, visual attention and listening skills.

Supporting Your Baby’s Whole Development with Shichida

Your baby’s first steps are part of a much bigger developmental journey. During the first 1,000 days, movement, sensory awareness, communication, memory, emotional connection and curiosity all develop alongside one another.
Shichida Australia’s early learning classes take a whole-child approach, using engaging, age-appropriate activities to support these important areas of development. Whether your baby is beginning to pull themselves up, cruising along furniture or confidently walking, each new stage creates opportunities to learn, connect and build confidence.
Support your baby’s early development through weekly parent-and-child classes at Shichida Australia. Book a trial class at your nearest centre.

Charles Ho with his mum at a Shichida early years class. Picture Tony Gough

Searching for a preschool in Melbourne often starts with one simple question: which option is right for my child?

One provider talks about kindergarten, another calls itself an Early Learning Centre, and then there are long day care services and enrichment programs like Shichida. After comparing a few websites, it’s easy to wonder what each option actually offers and which one is the right fit for your child.

That’s exactly what this guide is here to help with.

You’ll learn how preschool works in Melbourne, what to look for when comparing different programs, and where Shichida fits into your child’s early learning journey.

Before going any further, it is worth clarifying that Shichida Australia offers a different model of early education from preschool, kindergarten and childcare. It provides a structured weekly program supporting cognitive, emotional, social, sensory and physical development. For some families, it is their child’s main structured early learning experience before school. For others, it works alongside kindergarten, childcare or home learning.

Quick Answer

Preschools in Melbourne typically refer to government-funded 3-Year-Old and 4-Year-Old Kindergarten, private Early Learning Centres (ELCs), and kindergarten programs delivered within long day care. Shichida Australia offers a distinct early learning model through structured weekly classes supporting sensory, cognitive, emotional and physical development. Children can begin from six months of age and must start before age five to continue through the Primary School Program up to age nine.

When comparing preschools in Melbourne, parents should consider the teaching approach, class size, schedule, parent involvement and the type of learning environment offered.

Understanding Preschool in Melbourne: Terminology Made Simple

If you’ve been comparing different providers, you’ve probably noticed that the words preschool, kindergarten, ELC, and childcare are often used interchangeably.

That can make choosing the right program surprisingly confusing.

In Victoria, though, these services aren’t exactly the same. Understanding the difference will help you compare your options more confidently and avoid choosing a program based on its name alone.

Most early childhood services also follow the Victorian Early Years Learning and Development Framework (VEYLDF), which recognises that young children learn best through play, relationships, and everyday experiences.

3-Year-Old Kindergarten (3YO Kinder)

If your child is approaching their third birthday, 3-Year-Old Kindergarten is likely to be one of the first options you’ll consider.

These government-supported programs usually run for between five and fifteen hours each week, depending on the provider. Rather than introducing formal lessons, your child learns through play while building confidence, communication skills, independence, and friendships.

For many children, it’s also their first chance to become part of a group learning environment.

4-Year-Old Kindergarten (4YO Kinder)

The year before your child starts Prep, they’ll usually move into 4-Year-Old Kindergarten.

Although learning is still play-based, there’s a stronger focus on helping your child develop the skills they’ll need for school, including communication, self-regulation and confidence.

Early Learning Centres (ELCs)

If your family needs longer hours, an Early Learning Centre may be a better fit.

Many ELCs care for children from infancy through the preschool years while also offering funded kindergarten programs. That means your child can enjoy both early learning and extended care in one place.

As you visit different centres, ask how children spend their day and what learning looks like in practice. Every provider has its own philosophy, so no two ELCs are exactly alike.

Long Day Care with Kinder Programs

If you’re balancing work and family life, long day care with a kindergarten program can offer extra flexibility.

Your child receives their kindergarten education while also benefiting from longer opening hours before and after the learning session.

When comparing providers, it’s worth checking theirNational Quality Standard (NQS) rating alongside factors such as educator stability, daily routines, and how they support children’s individual development.

Image by Shichida Australia: Preschools in Melbourne can vary significantly, from sessional kindergarten and long day care programs to private Early Learning Centres. Here a preschooler and his dad completing a numeracy-based matching game in a Shichida class, building number recognition, problem-solving and confidence through parent–child learning.

Enrichment Programs

You may also come across enrichment programs while researching early learning options for your child.

Unlike childcare or kindergarten, these programs do not provide full-day care. Instead, they offer focused learning experiences designed to support important areas of development through structured, age-appropriate activities.

This is where Shichida fits.

Shichida Australia provides a comprehensive early learning program for children from six months of age, supporting cognitive, emotional, social, sensory and physical development.

Weekly parent-and-child classes include activities such as language, music, memory, numeracy, problem-solving, fine motor development and sensory learning.

For some families, Shichida is their child’s main structured early education experience before school. For others, it works alongside childcare or kindergarten. Either way, the program provides a purposeful learning environment where children build strong foundations and parents gain practical insight into how their child learns.

How Melbourne Parents Should Compare Preschool Options

Once you’ve narrowed your search to a few providers, the next question is usually, “How do I know which one is right for my child?”

Curriculum and Philosophy

Every preschool has its own approach to helping children learn.

You might come across play-based learning, Montessori, Reggio Emilia, Steiner, or the Shichida Method. Each philosophy is built on different ideas about how children develop, so there’s no single “best” approach.

Rather than asking which philosophy is the most popular, ask yourself:

• Does this approach suit my child’s personality?
• Will my child enjoy learning in this environment?
• Does it reflect the values that are important to our family?

Some children thrive in highly independent environments, while others benefit from more guided or collaborative experiences. The goal is to find a learning approach that feels like a good fit for your child, not simply the one with the biggest reputation.

Educator Ratios

The people supporting your child’s learning are just as important as the program itself.

It’s worth asking about educator-to-child ratios. While all regulated services must meet the national minimum requirements, some providers choose to keep smaller groups or have additional educators available. More individual attention can make a meaningful difference, particularly for younger children or those who need a little more support settling into a new environment.

NQS Rating (for Regulated Services)

If you’re comparing kindergartens or childcare services, check their National Quality Standard (NQS) rating.

You’ll usually see ratings such as:

• Exceeding National Quality Standard, meaning the service performs above the expected benchmark.
• Meeting National Quality Standard, meaning it meets Australia’s required quality standards.
• Significant Improvement Required, indicating that important improvements are needed.

These ratings provide a useful starting point, but they don’t tell the whole story. Visiting the centre, meeting the educators, and seeing how children interact can give you valuable insight that a rating alone can’t provide.

It’s also important to know that enrichment programs, including Shichida, aren’t assessed under the National Quality Standard because they aren’t childcare or kindergarten services. Instead, they’re best evaluated by looking at their teaching approach, lesson structure, and whether the program aligns with your family’s goals.

Hours, Days, and Schedule Flexibility

A program might sound perfect on paper, but will it fit comfortably into your week?

Government-funded kindergarten programs often run for set hours that may not line up with a typical working day. If both parents work, you may need before and after care or choose a long day care service that includes a kindergarten program.

As you’re comparing providers, consider questions like:

• Do the session times fit around work and family commitments?
• How much travel is involved?
• Will my child usually arrive well rested and ready to participate?

Choosing a schedule that works for your family is just as important as choosing the right educational approach.

Group Size and Mixed-Age Considerations

Every child learns differently, so it’s worth asking about class sizes and how children are grouped.

Smaller groups often allow educators to give children more individual attention and build stronger relationships with each family.

Some services also offer mixed-age groups. These can encourage younger children to learn from older peers while giving older children opportunities to build confidence and leadership skills. On the other hand, age-specific groups may provide activities that are more closely matched to children’s developmental stages.

Neither approach is better in every situation. It comes down to what suits your child.

Parent Involvement

Another important question to ask is how involved you’ll be in your child’s learning.

In most preschools and kindergartens, children attend independently while parents drop them off and collect them later.

Other programs take a different approach.

Shichida, for example, is built around parent-and-child learning. In Shichida’s Baby, Toddler and Preschool/Kinder classes, a parent or trusted caregiver participates alongside the child. Pre-Primary and Primary School Program students attend independently, with parents invited to scheduled observation sessions.

For some families, this shared experience becomes one of the program’s biggest strengths. Others may prefer a program where children learn independently. Neither option is right or wrong. It’s simply a matter of choosing what fits your family!

Cost and Funding

Cost is naturally part of the decision.

Victoria’s Free Kinder initiative has made 3-Year-Old and 4-Year-Old Kindergarten more affordable for many eligible families. Long day care and enrichment programs may involve private fees.

Instead of comparing prices alone, look at what’s included. Consider the length of the program, educator expertise, learning experiences, long-term outcomes and how well the service supports your child’s development.

Choosing the lowest-cost option isn’t always the best value if it doesn’t meet your family’s needs.

What an Enrichment Program Actually Is (and Isn’t)

Image by Shichida Australia: Families researching preschools in Melbourne may also consider structured early learning programs such as Shichida, either as their child’s main learning experience or alongside kindergarten and childcare. Shichida offers a fun and unique structured enrichment experience that supports children alongside a parent each.

How Enrichment Differs from Preschool

Preschool and enrichment programs offer different types of early learning experiences.

Preschool usually provides longer sessions focused on play, social interaction, routines and growing independence in a group environment.

A structured enrichment program provides a more concentrated learning experience. Sessions may be shorter and held weekly, but they can intentionally support a broad range of skills, including memory, language, numeracy, creativity, concentration, problem-solving and emotional development.

Shichida Australia is a comprehensive early learning program rather than simply an optional activity. For some children, it is their main structured learning experience before school. For others, it is used alongside childcare or kindergarten.

The right choice depends on your child, your family’s needs and the type of learning experience you value.

What Enrichment Programs Typically Include

Every enrichment provider has its own approach, but programs often include activities such as:

• sensory play
• cognitive games
• music and rhythm
• language exposure
• memory activities
• fine motor development
• social and emotional learning

Some programs place greater emphasis on creativity, while others focus more on cognitive development or parent-child interaction.

The methods may vary, but the goal is similar: to give children guided opportunities to learn through engaging, age-appropriate experiences.

Why Melbourne Families Choose Enrichment

Every family has different reasons for adding an enrichment program to their week.

Some parents are looking for a consistent, structured learning experience beyond what everyday life provides. Others want to support specific developmental milestones or enjoy having dedicated learning time together.

For many families, it’s also a chance to strengthen the parent-child relationship through shared activities that can continue long after the class has finished.

Structured early learning can work alongside everyday play by giving children focused opportunities to practise a broad range of skills.

Where Shichida Fits in the Melbourne Preschool Landscape

Image by Shichida Australia: Children playing a group phonics game in a Shichida class, matching objects to their starting sounds while building letter recognition, vocabulary and cooperation.

Shichida offers a different model of early education from kindergarten, a general Early Learning Centre or long day care.

Rather than providing full-day care, Shichida delivers a structured once-a-week program designed to support cognitive, emotional, social, sensory and fine motor development through a broad range of age-appropriate activities.

For some families, Shichida is their child’s main structured early learning experience before school. For others, it forms part of a broader routine that may also include kindergarten, childcare or learning at home.

What makes Shichida distinct is its whole-child approach, fast-paced variety and strong parent involvement. Each class gives children focused opportunities to develop memory, language, numeracy, creativity, concentration, problem-solving and confidence while parents learn how to support these skills at home.

What Shichida Is

Shichida Australia is a structured early learning program based on the internationally recognised Shichida Method, which was developed in Japan over 65 years ago.

Each lesson is designed to engage young children through a variety of carefully planned activities that encourage cognitive development, sensory learning, language exposure, memory, music, creativity, and emotional connection. Rather than focusing on one skill, each class introduces multiple short activities to suit the way young children naturally learn.

The Shichida early childhood classes run for 50 minutes once a week. The concentrated format allows children to experience a broad range of carefully planned activities within each lesson.

What Shichida Is Not

Understanding what Shichida isn’t is just as important.

It isn’t a daily preschool. It isn’t a government kindergarten program. It isn’t a childcare service.

Children don’t attend for full days, and parents don’t drop them off before returning later.

In the early childhood program, each lesson is attended by both the child and a parent or trusted caregiver. Primary School Program students attend independently.

Shichida’s Melbourne Presence

If you’re looking for Shichida Melbourne, you’ll find centres across metropolitan Melbourne, making the program accessible to families in different parts of the city.

Children can begin the Shichida program from six months of age and must enrol before turning five. Those who begin earlier may continue through the Primary School Program up to age nine.

Activities are tailored to what children are ready to learn at each age, whether they’re babies just beginning to explore the world or primary school students developing more advanced thinking skills.

As locations and class availability can change, it’s worth checking the Shichida Australia website to find your nearest Melbourne centre.

The Shichida Method in Brief

The Shichida Method was developed by Professor Makoto Shichida after decades of research and practical experience in early childhood education.

Today, the method is taught in multiple countries around the world and is built around the idea that children’s early years provide valuable opportunities for learning through meaningful experiences.

Lessons combine sensory stimulation, memory activities, language exposure, music, visualisation, and parent-child interaction within a structured program that progresses as children grow.

Rather than encouraging children to memorise facts or learn academic content early, the method focuses on nurturing curiosity, confidence, concentration, communication, and a lifelong enjoyment of learning.

This makes Shichida a distinct early education pathway that can form a central part of a child’s learning routine or work alongside kindergarten, childcare or home learning.

Image by Shichida Australia: Preschoolers playing a category-matching game with their parents in a Shichida class, building vocabulary, critical thinking, communication and parent–child connection.

How Shichida Compares Across the Criteria That Matter

Curriculum Philosophy

The Shichida Method combines sensory activities, right-brain learning principles, memory exercises, language exposure, music, imagination, and parent-child interaction within a structured lesson. Activities are carefully sequenced according to children’s developmental stages, allowing learning to build over time.

Session Format and Hours

Most kindergarten programs involve children attending for several hours across multiple days each week.

Shichida early childhood classes run once a week for 50 minutes, while Primary School Program classes extend to 90 minutes.

Educator Qualifications

Shichida instructors complete specialised training in the Shichida Method, enabling them to deliver the program consistently across different age groups.

Parent Involvement

This is one of Shichida’s biggest points of difference.

At preschool, your child usually learns independently with educators while you drop them off and collect them later.

At Shichida, you attend every lesson together up to age 5.

That shared experience allows you to observe your child’s progress, understand the activities, and continue many of them at home. For many families, those everyday moments outside the classroom become just as valuable as the lesson itself.

Age Range

Most preschool programs finish once children begin primary school.

Shichida continues from infancy through to 9 years of age, allowing children to keep building on the skills they’ve developed during their early years.

For families looking for continuity beyond preschool, this can be an appealing advantage.

Group Size

Shichida lessons are delivered in small, age-grouped classes of six kids per class, allowing instructors to engage with each child while maintaining an interactive learning environment.

Smaller groups also make it easier for children and parents to participate actively throughout the session.

Cost Model

Unlike government-funded kindergarten programs, Shichida operates as a private, term-based enrichment program.

Rather than paying for daily education or childcare, families invest in a weekly structured learning experience.

Comparison at a Glance

How to Combine Preschool and Shichida in Your Week

One of the most common questions parents ask is, “How would this fit into our week?”

With one structured class each week, Shichida can form a consistent part of your child’s early learning routine without adding another full-day commitment. Many Melbourne families find it’s easy to schedule as part of the weekly family routine.

The key is choosing a time when your child is well rested, alert, and ready to participate.

For Families with a Child in 3YO Kinder

If your child attends 3-Year-Old Kindergarten two or three days a week, Shichida can fit comfortably on a non-kinder day.

For example:

• Monday:Home activities
• Tuesday:3YO Kinder
• Wednesday:Outing to a local park
• Thursday:3YO Kinder
• Friday:Shichida morning class, followed by grocery run
• Saturday:Family time
• Sunday:Family time

This balance gives your child plenty of opportunities to learn while still leaving room for rest and unstructured play.

For Families with a Child in Long Day Care

If your child attends long day care during the week, a Saturday Shichida class may be the most practical option.

Saturday classes are often in high demand, so families are encouraged to join the waitlist early to improve their chances of securing a suitable time.

Some families also choose to have a grandparent, aunt, uncle or another trusted family member attend class with their child. This can become valuable bonding time and, for many extended family members, a much-loved part of the week.

For Families with a Child at Home Full-Time

Shichida can provide a consistent and comprehensive early learning experience within your weekly routine.

Each structured class introduces your child to a wide range of activities supporting language, memory, numeracy, creativity, concentration, problem-solving, sensory development and fine motor skills.

Because parents participate in class, they also have the opportunity to observe how each activity is introduced, how the teacher responds to the child and how learning is guided in a positive, age-appropriate way. This makes it easier to repeat similar techniques, language and activities at home with greater confidence.

Families can build on this learning through everyday conversations, reading, sensory play, visits to the park or library and community activities. This creates a flexible early education approach that combines purposeful weekly instruction with the valuable learning that happens naturally at home.

For Families with Multiple Children

Managing activities for more than one child can be challenging.

Because Shichida offers age-grouped classes, many families enrol siblings on the same day where schedules allow. This can make weekly planning simpler while giving each child access to a program designed for their stage of development.

There is also a sibling discount on enrolment fees when enrolling more than one child at Shichida.

Try this today: If you’re curious about how Shichida could fit into your family’s routine, consider booking a trial class. Seeing a lesson in person is often the easiest way to decide whether the program is right for your child and family.

Image by Shichida Australia: Shichida provides a structured weekly learning program that grows with children from infancy through the primary years.

Shichida Beyond Preschool: The Primary Enrichment Program

Many parents think about enrichment during the preschool years but aren’t sure whether it still has a place once their child starts school.

Shichida is designed to continue beyond preschool, supporting children as they move into primary school and face new learning challenges.

When Children Move from Preschool to Primary School

Starting school is an exciting milestone, but it’s also a big adjustment.

As classroom routines become more structured, children are expected to concentrate for longer, follow instructions, solve problems independently, and build stronger literacy and numeracy skills.

Shichida’s Pre-Primary and Primary School Programs build on the skills developed during the early years while introducing more advanced learning experiences.

What Changes in the Primary School Program?

As children grow, the Shichida program grows with them.

The Primary School Program places greater emphasis on memory and recall, language development, mathematical thinking, creative problem-solving and higher-level cognitive skills. Lessons continue to build curiosity, confidence, independence and a positive attitude towards learning.

Classes extend to 90 minutes and include up to eight students. Children attend independently, while parents are invited to observe during scheduled observation weeks.

The program also introduces more advanced activities, including speed reading, speed listening, debating, research, public speaking, creative writing, science experiments and complex memory challenges.

Activities become more age-appropriate and academically challenging, while still maintaining the creativity, variety and whole-child approach that children experienced in the earlier program.

At the end of the program there is a graduation ceremony, and many Shichida kids have gone on to do amazing things!

Look at some of the Shichida kids success stories here.

Image by Shichida Australia: Nine-year-old graduates celebrating the completion of the Shichida program after years of building memory, confidence, creativity and independent learning skills.

Getting Started with Shichida in Melbourne

If you are considering Shichida Australia, you can begin by finding your nearest centre and booking a trial class.

Find Your Nearest Centre

Visit the Shichida Australia website or find your nearest Melbourne centre.

What to Expect at a Trial Class

During a trial class, you’ll attend alongside your child and experience a typical lesson with already enrolled families. You’ll see how the activities are delivered, learn more about the Shichida Method, and have the opportunity to ask questions afterwards.

Enrolment and Term Structure

Shichida classes operate across four 10-week terms each year, with children placed in age-appropriate groups.

Families can enrol at any point during the term, subject to class availability. This means you do not need to wait until the beginning of a new term to get started.

Ready to experience the Shichida Method? Book a trial class today!

Key Takeaways

• Hand-eye coordination and crossing the midline are twin developmental foundations that support everyday learning.
• Both skills develop naturally from birth through play and everyday experiences.
• Crossing the midline is a brain skill that supports reading, writing, attention, and hand dominance.
• The best activities match your child’s developmental stage rather than their age.
• Visual tracking, visual discrimination, spatial perception, and object permanence all work together as children learn.
• Persistent difficulty, particularly avoiding the midline after age three, is worth discussing with your GP, child health nurse, or paediatric occupational therapist.
• Structured, multi-sensory learning environments such as Shichida Australia’s programs provide regular opportunities to strengthen these skills through engaging activities.

Introduction to Hand-Eye Coordination

Have you noticed your baby watching a toy but not quite reaching for it? Perhaps your toddler enjoys throwing a ball but struggles to catch one, or your preschooler swaps hands halfway across a page while drawing. These are common moments that often lead parents to wonder whether their child is developing as expected.
Hand-eye coordination activities and crossing the midline skills develop gradually through everyday play. Together, they support everything from feeding and dressing to handwriting, reading, sport, and confidence at school.
This guide explains how these important skills develop, why they matter, practical activities for every age, signs to look out for, and when it may be helpful to seek professional advice.
At Shichida Australia, we often see these skills developing in small but meaningful ways during class. A baby may begin by simply tracking a flashcard or watching a teacher’s hand movement. A toddler may start reaching across their body during a rhythm activity or matching game. A preschooler may show growing confidence when completing puzzles, mazes, memory activities or fine motor tasks. These moments are part of the foundation for later learning, attention and school readiness.

Quick Answer

Hand-eye coordination is the ability to coordinate what the eyes see with what the hands do. Crossing the midline is the ability to reach one hand across the centre of the body to the opposite side. Both skills develop naturally through everyday play from birth and can be strengthened with age-appropriate activities such as reaching games, threading, ball play, drawing, and pretend play.

What Is Hand-Eye Coordination?

Hand-eye coordination is the brain’s ability to use visual information to guide hand movements. As your child watches, reaches, grasps, catches, or writes, their eyes and hands work together while the brain constantly processes information and adjusts movement.
This skill develops through thousands of everyday experiences. Whether your child is picking up finger food, stacking blocks, fastening buttons, sorting toy cars or catching a ball at the local park, they are strengthening eye-hand coordination.
Australian child development resources highlight hand-eye coordination as an important foundation for independence, learning, and school readiness because it supports many everyday tasks children perform at home and in the classroom.

Why Hand-Eye Coordination Matters

Strong hand-eye coordination supports:

• self-feeding and dressing
• drawing and handwriting
• turning book pages
• building with blocks and puzzles
• reading through smooth eye movements across a page
• ball sports and playground games
• confidence when trying new activities

Children build these abilities gradually, so progress often appears slowly over time.
In a Shichida class, hand-eye coordination is not treated as a separate activity. It appears naturally across many activities, including flashcards, matching games, peg activities, puzzles, rhythm work, drawing, memory games and hands-on problem-solving tasks.
Teachers often notice that as children become more confident with these activities, they also become more willing to attempt new tasks, stay focused for longer and participate with greater independence.

How It Develops from Birth

Development follows a natural progression.
Newborns begin by visually tracking faces and high-contrast objects. Around three to five months, babies start reaching intentionally. By six months, grasping becomes more controlled, followed by manipulating objects during the second half of the first year.
Toddlers learn to use simple tools like spoons and crayons, while preschoolers refine precision through cutting, drawing, puzzles, and construction toys. School-age children continue developing these skills through handwriting, and more complex fine motor tasks.

Image by Shichida Australia: A preschooler completes a maze activity, building hand-eye coordination, visual tracking, pencil control and problem-solving skills.

What Is Crossing the Midline?

Imagine an invisible line running from the top of your child’s head down through the centre of their body. This is the body’s midline.
Crossing the midline means using one hand, foot, or eye on the opposite side of the body. For example, reaching the right hand across to pick up a toy on the left side requires crossing the midline.
Although it looks like a simple movement, it is actually an important brain skill. Both sides of the brain must communicate efficiently through the corpus callosum, the bundle of nerve fibres connecting the two hemispheres.
This communication supports hand dominance, smoother handwriting, coordinated movement, reading across a page, and many aspects of learning.

The Link Between Crossing the Midline and Hand-Eye Coordination

Hand-eye coordination and midline crossing in child development are closely connected because both depend on strong visual-motor integration.
Children who avoid crossing the midline may also experience challenges with catching balls, drawing, cutting, or manipulating small objects. Likewise, children with weaker hand-eye coordination sometimes find midline crossing more difficult because both skills rely on the brain integrating vision and movement efficiently.
In the classroom, this can show up in subtle ways. A child may reach only with the hand closest to an object, swap hands during a drawing activity, or move their whole body instead of reaching across. Teachers observe this, take note, and gently create more opportunities for the child to cross the body through songs, rhythm activities, matching games, movement, drawing and hands-on tasks.

Why It’s a Brain Skill, Not Just a Body Skill

Crossing the midline strengthens communication between both sides of the brain. This supports more than physical movement.
Efficient communication between the brain’s hemispheres also contributes to attention, sequencing, bilateral coordination, reading fluency, and problem-solving. As children practise movements that naturally cross the body, they strengthen these important neural connections through play.
Key Insight: If your child consistently switches hands halfway across a page when drawing or rotates their whole body instead of reaching across, they may be avoiding the midline.

Image by Shichida Australia: A toddler practises cutting a curved circle shape with support from his mum and teacher, building hand-eye coordination, fine motor control and early visual-motor skills.

Other Visual and Spatial Skills That Work Together

Hand-eye coordination develops alongside several other important visual and cognitive skills.

Visual Tracking

Visual tracking is the ability to smoothly follow a moving object with the eyes. Babies begin developing this skill from birth by following faces and high-contrast objects held about 20 to 30 centimetres away. Strong visual tracking activities later support reading, catching balls, and copying from a whiteboard.

Visual Discrimination

Visual discrimination is the ability to notice similarities and differences between shapes, letters, colours, and patterns. It becomes particularly important during the preschool years as children prepare for reading, writing, and early maths. Many visual discrimination activities for preschoolers involve matching, sorting, and identifying differences through play.

Spatial Perception

Spatial perception helps children understand where objects are in relation to themselves and to other objects. It allows them to judge distances, fit puzzle pieces together, navigate playground equipment, and organise objects on a page.

Object Permanence

Object permanence is the understanding that something still exists even when it cannot be seen. Most babies develop this between six and nine months. Simple object permanence activities, such as peekaboo and hiding toys under a cloth, strengthen early memory, attention, and problem-solving.

Image by Shichida Australia: Sorting activities help children build hand-eye coordination, fine motor skills, visual discrimination, critical thinking and vocabulary through hands-on play.

Shichida Teacher Observations

One thing we see clearly in Shichida classes is that children do not build coordination through one activity alone. They build it through repeated, varied experiences. A child may practise visual tracking during flashcards, fine motor control during a matching task, rhythm and bilateral movement during songs, and concentration during a memory game. The variety is important because young children learn best when the same foundation skill is revisited in many different ways.

Hand-Eye Coordination Activities by Age

Children develop at different rates, so focus on activities that match your child’s current abilities rather than comparing them with others.

0-6 Months: Tracking and Reaching

• Hold high-contrast cards or toys about 20 to 30 centimetres from your baby’s face and slowly move them from side to side to encourage visual tracking.
• Hang a lightweight mobile or soft dangling toy within reach so your baby begins making intentional reaching movements.
• Shake a rattle gently on either side to encourage your baby to follow the sound and movement before attempting to swipe or grasp.
• During tummy time, place your baby in front of an unbreakable mirror so they can practise lifting their head while tracking facial expressions. These activities pair naturally with tummy time and help build the early foundations for reaching and coordination.

In Shichida baby classes, these early skills are also supported through high-contrast images, gentle songs, teacher-led visual tracking and parent-child activities that encourage babies to watch, reach and respond.

6-12 Months: Grasping and Object Permanence

• Play peekaboo or hide favourite toys beneath a tea towel to encourage object permanence and early memory skills.
• Offer soft blocks to stack and knock down, helping your baby practise grasping, releasing, and visual judgement.
• Provide safe posting activities by dropping large balls or blocks into a container, encouraging visual motor integration.
• Encourage self-feeding with soft finger foods such as ripe banana or pear, allowing your baby to coordinate vision with grasping and hand-to-mouth movements.

Image by Shichida Australia: Babies place small items into narrow jars, practising hand-eye coordination, grasping, visual judgement and early problem-solving through hands-on play.

1-2 Years: Manipulating and Bilateral Play

• Roll a soft ball back and forth across the floor to encourage tracking, reaching, and timing.
• Introduce simple shape sorters that encourage matching and problem-solving.
• Offer chunky crayons for early scribbling on large sheets of paper.
• Play with pop beads that pull apart and push together to strengthen finger muscles.
• Enjoy drumming games using both hands to build early bilateral coordination activities while developing rhythm and body awareness.

This is also why rhythm and song activities are used so often in Shichida classes: they help young children coordinate both sides of the body while listening, watching and moving at the same time.

Image by Shichida Australia: Toddlers post colour cards into matching slots, building hand-eye coordination, colour recognition, visual discrimination and fine motor control.

2-3 Years: Tool Use and Pretend Play

• Thread large beads onto thick string to strengthen coordination and concentration.
• Play with playdough by rolling, pinching, squeezing, and using child-safe cutters.
• Practise pouring water between cups during bath time or outside on warm days.
• Throw beanbags into a bucket at different distances to improve aiming and depth perception.
• Sticker activities are another excellent way to build fine motor control while encouraging visual planning.

Image by Shichida Australia: A toddler matches numbered carrot cutouts to rabbits with the same numbers, building hand-eye coordination, number recognition, visual discrimination and early problem-solving skills.

3-5 Years: Precision and School Readiness

As children prepare for school, they begin refining the precision needed for writing, drawing, and independent self-care.

• Practise cutting along thick lines with child-safe scissors to strengthen control and bilateral coordination.
• Build towers, vehicles, or simple structures with lego or duplo to encourage planning, visual motor integration, and problem-solving.
• Play catching games, beginning with a large soft ball before progressing to smaller balls as coordination improves.
• Encourage drawing simple shapes such as circles, crosses, squares, and triangles before moving on to copying letters and numbers.
• Pegboards and simple jigsaw puzzles also provide excellent opportunities to develop visual discrimination, spatial awareness, and fine motor control.

For preschool and kinder children, Shichida activities often combine coordination with memory, observation, speed, sequencing and problem-solving, so children are not only using their hands but also strengthening the thinking skills behind the movement.

Image by Shichida Australia: Preschoolers solve a tangram puzzle challenge, building hand-eye coordination, spatial awareness, visual discrimination and problem-solving skills.

5+ Years: Refinement and School Skills

School-age children continue refining coordination through increasingly complex activities.

• Skipping, hopscotch, and ball-bouncing patterns challenge rhythm, balance, and coordination.
• Mazes, dot-to-dot activities, and handwriting practice improve pencil control and visual planning.

These playful experiences continue building the confidence children need both inside and outside the classroom.
Need resources like flashcards and worksheets? Shichida has plenty! Explore our free resources here.

Crossing the Midline Activities

Crossing the midline exercises can fit naturally into everyday play and family routines.

Activities for Babies and Toddlers

• Offer toys slightly across your baby’s body so they naturally reach with one hand across the centre line.
• Sing action songs such as Pat-a-Cake or clap along to nursery rhymes, encouraging both hands to work together.
• Sit on the floor and roll a ball back and forth, allowing your toddler to reach across their body as they play.

Activities for Preschoolers

• Draw large figure eights or rainbow arcs on butcher’s paper taped to the floor or wall. Encourage your child to use one hand to complete the entire movement.
• Ask your child to wipe a table using one hand in long side-to-side motions.
• Play Twister or similar movement games that naturally encourage reaching across the body.
• Try cross-crawl marching by touching the right elbow to the left knee, then alternating sides.

Activities for School-Age Children

• Practise drawing large infinity loops on a whiteboard or outside with chalk.
• Include stretching activities and yoga poses such as Thread the Needle that encourage gentle rotational movement across the body.

Key Insight: Many crossing midline activities also strengthen core stability, balance, and attention, helping children sit comfortably and concentrate during learning.

Image from Shichida Australia: At Shichida Australia, children explore hand eye coordination activities through hands-on matching games that support visual discrimination, coordination, and whole-brain development.

Visual Tracking and Visual Discrimination Activities for Preschoolers

These skills become increasingly important as children prepare for reading and writing.

Visual Tracking Activities

• Blow bubbles and encourage your child to follow each one with their eyes before popping it.
• Play balloon volleyball, allowing extra time for visual tracking before making contact.
• During story time, run your finger beneath each line of text to demonstrate smooth left-to-right eye movements.

In Shichida classes, visual tracking and field of vision activities are part of every lesson because children need strong visual awareness before they can confidently read, write, copy, remember and process information quickly. Parents often see these activities in class and then repeat simple versions at home.

Visual Discrimination Activities

• Play “spot the difference” games together.
• Sort buttons, pasta, beads, or blocks by colour, shape, or size.
• Use matching card games to strengthen memory and visual recognition.
• Enjoy I Spy games, simple pattern puzzles, and shape matching.

High-speed flashcards, a well-known feature of The Shichida Method, also strengthen visual attention, recognition, and rapid information processing through enjoyable, age-appropriate learning experiences.

Image from Shichida Australia: In a Shichida baby class, colourful flashcards introduce colours, shapes and emotions while supporting visual tracking, attention and early learning foundations.

What We Notice in Shichida Classes

In Shichida classes, coordination skills often develop quietly in the background. Parents may come in focused on reading, memory, maths or concentration, but many of the activities also require children to watch carefully, use both hands, cross the body, copy patterns, match images, turn cards, place objects, draw, gesture, clap, tap and move with rhythm.
Teachers often notice progress in small changes. A child who once needed help placing pieces into a puzzle may begin doing it independently. A toddler who watched quietly may start joining in with actions. A preschooler who avoided drawing may become more willing to try mazes, shapes or writing preparation tasks.
These changes matter because early learning is not only about what a child knows. It is also about how confidently they can use their body, eyes, hands, attention and memory together.

Everyday Ways to Build Coordination in Children

Everyday routines provide countless opportunities to practise activities to improve hand-eye coordination.
Invite your child to pour cereal, stir pancake batter, knead dough, or help wash fruit and vegetables. Encourage them to hang washing with pegs, thread shoelaces, sweep with a child-sized broom, wash the car with a sponge, or fold tea towels. Each task strengthens fine motor skills while naturally encouraging visual planning, coordination, and midline crossing.

Signs Your Child May Need Extra Support

Every child develops at their own pace, and variation is completely normal. However, some patterns are worth mentioning to a health professional.

In Babies (0-12 Months)

Speak with your GP or child health nurse if your baby is not visually tracking objects by around three months, is not reaching for toys by around five months, or consistently favours one hand before twelve months.

In Toddlers (1-3 Years)

You may wish to seek advice if your toddler remains significantly clumsier than peers, avoids self-feeding or using simple tools, or shows little interest in stacking, posting, or scribbling activities.

In Preschoolers (3-5 Years)

Watch for frequent hand switching while drawing, avoiding crossing the body’s midline, difficulty catching a large ball from close range, or reluctance to participate in puzzles, colouring, scissors, or construction activities.

Who to Talk To

If you have concerns, begin by speaking with your GP, child health nurse, or a paediatric occupational therapist. Early support is widely available throughout Australia, and seeking advice does not necessarily mean something is wrong. Sometimes parents simply benefit from personalised strategies that fit their child’s stage of development.

Image from Shichida Australia: A teacher helps toddlers use chopsticks to pick up small objects, building hand-eye coordination, fine motor control, concentration and visual-motor skills.

Supporting Whole-Brain Development with Shichida

The activities in this guide show that children develop hand-eye coordination and crossing the midline through repeated, meaningful experiences rather than isolated exercises.
This is also how these skills are supported in Shichida classes. Within one lesson, children may move from flashcards to rhythm, memory activities, fine motor tasks, matching games, drawing, songs, puzzles and image-based learning. Each activity is short, engaging and purposeful, giving children many chances to connect what they see, hear, feel and do.
Every child develops at their own pace, and the right support can make all the difference. Book a trial class at Shichida Australia to experience how The Shichida Method helps children build the confidence, coordination, and learning foundations that support success both in school and beyond.