By Stephanie Lord-Darby and Dr Tessa Grigg

We’ve all heard the age-old phrase, “Practice makes perfect!” Sometimes that saying feels annoyingly accurate—especially when we’re trying to master a tricky new skill, whether it’s the latest Instagram dance or putting together a piece of flat-pack furniture. Practice really is the secret sauce behind learning, not just for us adults, but for our little ones, too.

If you think back to a child’s kindergarten experience, you’ll notice how practice is woven into their everyday routines. Children practise packing their own lunch boxes, remembering their hats, and sitting a little longer each day for group time. It’s not just about school readiness; it’s about building valuable life skills.

Why Does Practice Work? The Science Behind Repetition 

At GymbaROO, we go beyond simply knowing that practice is good for children—we want to understand why. And science makes it clear: repetition builds brains! The “Distributed Practice Effect” is the idea that learning spread out over time (rather than crammed into one go) is far more effective. It’s like watering a plant regularly instead of tipping a whole bucket on it once a fortnight; the slower approach leads to deeper growth.

Studies show that repeated, spaced-out exposure to a skill or idea leads to stronger, longer-lasting learning (Mawson & Kang, 2025). Children don’t just memorise—they truly absorb what they’re doing. And when practice happens with friends or caring adults, that learning becomes even more powerful (Benjamin & Tullos, 2010).

It is understood by researchers that when distributed practice is put into play, focusing on spaced practice over massed practice, there is an abundance of evidence to particularly support the learning of motor skills and tasks (Donovan & Radosevich, 1999). Donovan & Radosevich’s research places distributed practice as one of the stronger forms of practice for the retention and consolidation of simple motor tasks (1999). 

How Does GymbaROO Use This? 

Our programs are purposefully designed with distributed practice in mind. Here’s how: Toddlers have a chance to engage with explicit instruction—say, learning how to balance on one leg. Later in the session, they practise that skill again on our large equipment and in playful activities. We add music and little rhymes, like our beloved:

‘Tic toc tic toc I’m a little cuckoo clock Tic toc tic toc now it’s time to stop!’

Not only does this make learning joyful, but it also encourages children to keep practising—at home, in the playground, and everywhere life takes them. The repetition helps form strong connections between their brains and bodies, a process known as motor-memory consolidation (Barroso, 2019).

The Big Benefits: Ready for Life! 

So what’s actually happening inside your child’s head as they continually and slowly repeat (distributed practice) these acts? Neuroscience tells us that two learning phases—adapting to a new skill and consolidating it through practice—are critical in forming lasting memories (Barroso, 2019). Think of it as laying down and then strengthening neural pathways, giving your child a smooth and speedy route for future learning.

At GymbaROO, we believe distributed practice doesn’t just build skills—it builds confidence, independence, and readiness for school. With each carefully designed activity, your child learns to interpret their environment, respond to challenges, and grow into a lifelong learner.

So next time you hear “Practice makes perfect,” remember: practice also makes children more prepared, more resilient, and more ready to embrace whatever comes next!

 

Dr Tessa Grigg (PhD, Dip Tch Primary and ECE) is an experienced teacher and the Research and Education Manager at GymbaROO-KindyROO. 

Stephanie Lord-Darby (MRes, B.Ed.) is an experienced teacher and passionate Education Researcher – Program Specialist at GymbaROO-KindyROO

References:

Angulo-Barroso, R., Ferrer-Uris, B., & Busquets, A. (2019). Enhancing Children’s Motor Memory Retention Through Acute Intense Exercise: Effects of Different Exercise Durations. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02000 

Benjamin, A.S., & Tullis, J. (2010). What Makes Distributed Practice Effective? Cognitive Psychology, 61(3), 228-247. https://doi.org/10.3390/bs15060771 

Donovan, J., Radosevich, D. (1999). A Meta-Analytic Review of The Distributive Practice Effect: Now You See It: Now You Don’t. Journal of Applied Psychology, 84(5), 795-805.

Mawson, R.D., & Kang, S.H.K. (2025). The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research. Behavioural Sciences, 15(6), 771. https://doi.org/10.3390/bs15060771