Why is it sometimes more beneficial for a child to move around than to spend another five minutes sitting over a task? How can short movement exercises help shift attention, work on coordination, and prepare for learning activities? We explain how neuro-exercises are integrated into children’s daily routines in the kindergartens of the A+ Educational Holding, including the “Academics” kindergarten.
A preschooler fidgets in a chair, plays with something in their fingers, changes body position, or suddenly loses interest in a task. An adult’s first reaction is often predictable: “Sit up straight. Don’t get distracted. Focus.” Yet sometimes, in order to focus, a child first needs to move.
Movement in preschool age is closely connected with a child’s development. That is why in the kindergartens of the A+ Educational Holding, including the “Academics” kindergarten, short neuro-exercises and movement activities are integrated into the learning process. They may be used before a lesson, between tasks, or when a teacher notices the first signs of fatigue and reduced concentration.
We spoke with Tetiana Stepanenko, a speech therapist at the “Academics” kindergarten, a memory development trainer, and a practicing educator in the field of cognitive and speech development, about how such exercises work, why preschoolers may benefit from them, and why we should not expect miracles from neuro-gymnastics.
Movement as Part of Learning
Why did you decide to include neuro-gymnastics in your lessons?
“A child’s learning cannot be completely separated from their bodily experience. Coordinated movements, rhythm, cross-lateral actions, and following instructions while moving help train action control, attention shifting, and the ability to perceive and process information at the same time.
For me, neuro-gymnastics is not a separate form of ‘brain training,’ but one of the tools for creating optimal conditions for learning. It allows us to combine cognitive load with physical activity and make the educational process more varied and better suited to the child’s needs.”
This principle is especially important at preschool age. A child learns about the world through action: touching, moving, repeating, experimenting, and responding to rhythm and signals. That is why movement can be an organic part of lessons focused on speech development, memory, attention, or preparation for writing.
Research on physical activity in preschool-aged children also shows a positive association between movement activities and certain cognitive functions, including attention, working memory, cognitive flexibility, and the ability to control impulsive reactions. At the same time, the effect depends on the type, duration, and content of the activity, so the same exercise cannot be a universal solution for every child.
2-5 Minutes Instead of a Separate “Neuro-Gymnastics Lesson”
In kindergarten, neuro-gymnastics does not necessarily require a separate, lengthy session. It is often much more natural to integrate movement into the rhythm of the day.
How are neuro-exercises integrated into the children’s day?
“I do not see neuro-exercises as something that necessarily requires a long, separate session. Most often, these are short 2-5-minute movement activities before starting work, between tasks, or at moments when it is necessary to shift the focus of attention.”
Neuro-exercises are most often used at the beginning of a lesson or before tasks that require greater concentration. A short movement break is also appropriate when the first signs of fatigue appear.
“The child begins to get distracted, loses their working pace, or needs more frequent changes of activity,” explains Tetiana Stepanenko.
In such a situation, physical activity helps change the type of activity and then return to the learning task.
What Happens During Neuro-Exercises
From the outside, everything may look very simple: clapping hands in response to a signal, repeating a rhythmic sequence, performing different movements with the right and left hands at the same time, copying the teacher’s movements as if in a mirror, or combining a movement with a particular word or command.
Behind this game lies the simultaneous use of several skills. The child needs to hear the instruction, hold it in memory, perform the action in the correct sequence, control the movement, and, when necessary, quickly change it.
Which exercises do children enjoy the most?
“Children are most engaged by exercises that have a playful storyline, an element of surprise, and the possibility of gradually increasing the difficulty. These may include mirrored and cross-lateral movements, exercises for hand and leg coordination, responses to signals, and rhythmic sequences.
Exercises that include a story or an image work especially well: the child is not simply performing a movement, but ‘helping a character,’ overcoming an obstacle, or completing a secret mission. In this format, physical activity becomes meaningful and motivating for the child.”
That is why these activities usually remain a game for children. They try, make mistakes, laugh, repeat, and see their own progress: something that required significant effort just a few minutes earlier gradually becomes easier.
Why Movement Can Help When Another Explanation Does Not
Adults are accustomed to explaining things with words, but for a preschooler, this channel is sometimes not enough.
“A child perceives information not only through hearing. Movement, gestures, rhythm, and their own actions can become additional channels for processing and consolidating information.
If we can transform an abstract rule into a specific action or movement sequence, it is often easier for the child to understand the structure of the task and retain it in memory. That is why movement can be not a break from learning, but a direct part of learning,” explains Tetiana Stepanenko.
With this approach, movement becomes a natural part of the lesson. A child does not need to remain still all the time in order for the teacher to consider them attentive. What matters much more is whether the child can perceive an instruction, complete a task, switch between different types of activities, and gradually learn to regulate their own behavior.
“Sit Quietly” Does Not Always Mean “Listen Attentively”
The ability to sit in one place for a long time, control impulses, and maintain attention develops gradually. Therefore, a preschooler’s need to move does not in itself mean that the child does not want to learn or is unable to do so.
“The constant demand to ‘sit still’ does not necessarily develop self-control – sometimes it only creates an additional burden. It is much more effective to gradually develop the ability to regulate behavior and give the child an opportunity to move when it is appropriate,” says the expert.
The need to change the type of activity can manifest itself in different ways. One child may start swinging their legs, turning an object in their hands, or constantly changing body position. Another, on the contrary, may become sluggish, work more slowly, and tire quickly. A teacher can interpret such signs as information about the child’s current state and adjust the pace of the lesson accordingly.
Can a Few Minutes of Movement Improve Concentration?
Movement can help a child return to work, but it is important to avoid exaggerating its effects.
“Short periods of physical activity can indeed have a positive effect on a child’s readiness for further work, especially after prolonged sitting or when signs of fatigue are present. However, I would not claim that any neuro-exercise automatically improves concentration.
The duration, intensity, and content of the exercise matter, as do the child’s individual characteristics. Sometimes just a few minutes of purposeful activity are enough to make it easier for a child to return to a task, but this does not mean that one exercise will have the same effect on every child.”
That is why neuro-exercises in kindergarten are meaningful within the context of a holistic educational process: alongside free play, physical activity, structured lessons, rest, communication, and sufficient variation in types of activity.
How to Understand Whether Neuro-Exercises May Be Useful for a Child
Among the possible signs, Tetiana Stepanenko mentions rapid fatigue during learning activities, difficulties with concentration and shifting attention, insufficient motor coordination, or difficulty performing sequential and symmetrical actions.
“In such cases, neuro-exercises can be an additional tool for developing motor coordination, voluntary attention, attention shifting, and self-regulation. However, it is important to view them not as a universal way to solve any difficulties, but as part of a comprehensive educational approach.”
Neuro-gymnastics is not a diagnostic method and should not replace the work of specialized professionals if a child has persistent difficulties with speech, attention, coordination, or learning activities.
What Changes Can Be Observed
When working with preschoolers, concrete changes in everyday behavior are more important than abstract promises to “develop the brain.”
“First of all, I assess not abstract ‘neuro-indicators,’ but functional changes in the child’s behavior during learning. For example, a child may become engaged in work more quickly, follow sequential instructions more successfully, switch more easily between different types of activities, or remain engaged in a task for longer.
At the same time, it is important not to exaggerate the effect of such exercises. The result depends on the child’s age, individual characteristics, the regularity of the sessions, and the specific skills we are trying to develop.”
Movement Should Be a Natural Part of the Day
A modern preschooler’s day contains a great deal of information and digital stimulation, while opportunities for varied physical movement may sometimes be more limited. The World Health Organization recommends that young and preschool-aged children receive sufficient physical activity throughout the day and that prolonged periods of sedentary behavior be limited.
In an educational environment, movement should not be reserved exclusively for outdoor time or physical education classes.
“The point is not to ‘compensate’ for the digital environment with a few exercises, but to create a culture in which movement is a natural part of a child’s day,” emphasizes Tetiana Stepanenko.
This is the principle behind integrating neuro-exercises into learning in the kindergartens of the A+ Educational Holding. A short period of physical activity can precede a difficult task, help children switch between different types of work, or be introduced when a child needs to restore engagement. Because for a preschooler, movement and learning can absolutely happen at the same time.
