Should We Educate Our Children Later?
- Brainz Magazine
- 2 days ago
- 5 min read
Written by Dr. Adam McCartney, Psychologist
Adam is a psychological strategist and writer who equips leaders with insights that elevate performance, culture, and impact. His work bridges evidence-based thinking with practical application, helping organisations create environments where people and outcomes align.
Despite decades of neuroscientific progress, early education still clings to a one-size-fits-all model that favours verbal instruction over developmental readiness. This article explores how early years education can inadvertently disadvantage boys, not because they are less capable, but because the structure of the system fails to align with the developmental timelines of the brain. Drawing on neuroscience, developmental psychology, and pedagogical critique, we explore how a play-based, relational approach could help all children thrive by prioritising connection over instruction.
The industrial origins of the classroom
Have you ever taken the time to think back on your educational journey? You might picture a large room filled with desks, all pointing toward a whiteboard. A clearly contrived set-up, yet one that feels familiar to most of us. Why was this the standard?
The answer lies in the industrial era. Classrooms were designed for efficiency, to supervise children and prepare them for factory life. Regular testing sorted those capable of clerical or managerial roles. If I suggested your education was designed to prepare you for a factory, you’d probably object. “It’s to help me meet my potential,” you might say. But if the purpose has changed, why hasn’t the set-up?
“The classroom still resembles the Victorian model, so why hasn’t the science of learning changed the way we teach?”
Developmental psychology has long highlighted the importance of adult mediation and nurture, from Vygotsky's zone of proximal development to Bomber's relational teaching models. Yet teachers are still told to deliver from the front. Instruction remains prioritised over interaction.
When psychology left the room
Before the 1980s, pedagogy leaned heavily on psychology. Over time, as education turned its focus toward inclusion and away from deficit models, it drifted from its scientific roots. Psychology evolved too, becoming more child-centred and less diagnostic. But at the coalface, educational psychologists were still asked to 'fix' the individual, often in isolation from system-wide reform.
To move forward, psychology and education must realign. Because when they do, the uncomfortable truth emerges: most early years curricula are out of sync with how children’s brains develop.
Understanding the developing brain
Neuroscience tells us that girls tend to develop verbal and emotional regulation skills earlier than boys. Rinaldi et al. (2020) found that girls produce around 65 words by 28 months, while boys produce just 46. By age 3–5, girls outperform boys in vocabulary, grammar, and sentence comprehension. These differences are small but consistent, and the gap typically closes by age 7.
Girls' earlier language acquisition is linked to earlier development of neural pathways such as the arcuate fasciculus and the inferior fronto-occipital fasciculus. Their white matter matures sooner, enabling more efficient language processing. Boys' white matter incubates longer and is often denser, particularly in areas associated with motor control and systemising.
“By the age of seven, many boys have internalised the idea that they are behind, long before their brains have had a chance to catch up.”
These differences don't indicate fixed ability. Rather, they show that a curriculum designed around early language proficiency favours girls. Boys, meanwhile, are exposed to two years of an environment that tells them they are linguistically inferior. The impact on their self-concept can be profound.
The real issue: Emotional safety and the amygdala
This isn’t simply about academic readiness. It’s about emotional safety. The amygdala, the brain’s threat detector, activates in response to shame, fear, or perceived danger. When active, it disrupts higher-order thinking. If a child feels judged or unsafe, their brain quite literally cannot learn.
“When the amygdala is active, it disrupts thinking. For young children, the issue isn’t how we educate them, it’s how we make them feel.”
This is particularly relevant for boys who struggle with phonics or sit in constant comparison to more verbally fluent peers. Maybe they notice they aren’t as good. Maybe they notice teachers treat them differently. Maybe they notice they’re in the special group. Maybe they feel they don’t fit in. Maybe their amygdala takes notice. Maybe their thinking becomes preoccupied with self-protection. Maybe their potential remains untapped.
The foundational need for emotional safety is universal. Without it, children cannot engage, connect, or explore. The real curriculum of the early years should be one of trust and relationship, not targets and levels.
A curriculum that calms the brain
A play-based curriculum grounded in emotional safety is not a luxury; it is a biological necessity. When children feel secure, the brain opens itself to exploration, to risk, to connection. Play allows children to develop language, motor planning, executive function, and creativity. These are not secondary skills; they are the foundation for all future learning.
The teacher in this model is no longer a content deliverer but a co-regulator, observer, and emotional anchor. Their role is to mediate experience, not dictate it. Their job is to create the conditions where learning can emerge naturally, rather than be forced artificially.
“The most important shift we can make in early education? Move from instruction to connection.”
Across the world, nations that adopt later school starting ages and relational, play-based learning outperform the UK in long-term educational outcomes, e.g., Finland. Their children are not rushed. They are given time to become ready.
We don’t need a different curriculum for boys and girls. We need one that acknowledges neurodiversity and development as the baseline, not the barrier. Play is not a soft start; it is a neurologically informed, equity-driven beginning.
“Education in the early years isn’t about acquiring knowledge. It’s about feeling safe enough to learn.”
Conclusion: What children deserve
We do not need to invent a new pedagogy. We need to return to what science and relational practice have always shown: children learn best when they feel safe, seen, and supported. In the early years, knowledge acquisition should be a by-product of emotional security.
We are not failing boys because they are boys; we’re failing children because we prioritise instruction over connection too early.
Read more from Dr. Adam McCartney
Dr. Adam McCartney, Psychologist
Adam is a psychological strategist and writer with a focus on leadership, organisational culture, and systemic impact. He translates complex psychological theory into clear, actionable insights that support better decision-making at every level. His work is grounded in evidence, but always directed towards practical, real-world outcomes.
He is particularly interested in the intersection of human behaviour and organisational systems, and how thoughtful leadership can unlock both wellbeing and performance. Through his writing and advisory work, he supports professionals to lead with clarity, empathy, and impact.
