What do children really need to develop well? Certainly not violin lessons in their toddler years. Early childhood development doesn't start in intensive courses but at the breakfast table, in the woods or in the laundry room. It's part of everyday life – and much simpler than many think.
Early childhood development covers the period from birth until kindergarten – a phase when the young brain and body develop at a rapid pace. And while experts distinguish between motor, linguistic, cognitive and social-emotional development, in reality these areas go hand in hand.
"The younger the child, the harder it is to separate these areas," says Dr Lena Pfender, developmental paediatrician at the Cantonal Hospital Winterthur and adviser to the 'Für das Kind. Giedion Risch.' foundation. "That may work in theory – but in practice, everything is interconnected, each part supporting the child's overall development."
Early support benefits all children. But some – for example, those with developmental delays or special needs – may gain additional benefit from targeted professional support in fields such as remedial education, occupational therapy, physiotherapy or speech therapy.
Children are naturally driven to learn. Their motivation is curiosity – and the best place to satisfy it is in everyday life: while shopping, cooking or hanging up the washing. Watch a toddler absorbed in a pile of pegs or climbing every big stone on the way to the supermarket, and you'll see: that's development.
Everyday life is an excellent form of early support. It's all there – new words, movement, social challenges, sensory experiences.
A key factor is the child's relationships. Children thrive when they have a strong bond and secure relationship with their caregivers. This provides them with a safe haven from which to explore the world, and to which they can return when things get too much.
The term "early development" can conjure up unpleasant images in some parents' minds: early English, pre-school maths, or violin lessons at three years old. But that's a misunderstanding. Many people associate development with drills and performance targets. Yet growth can't be rushed. Children need time – and an environment that allows them to explore.
Pressure can actually hinder development. When children are overwhelmed, they shut down. Early childhood development doesn't mean "as much as possible, as early as possible", but rather: the right thing at the right time. And that's often simpler than it sounds.
Not every child has access to a garden, a nearby forest or a local playground. And not every parent has the energy to create discovery opportunities every day. That's where structured activities come in, such as movement sessions for toddlers or musical playgroups.
Such activities provide stimulation, social contact and support children's natural curiosity. They also ease the load for families – not by adding more to the schedule, but by offering age-appropriate inputs. What matters is that the activity suits the child and their daily life, not the other way round.
Children are born to move. Crawling, climbing, running, balancing – this is how they experience their bodies and learn to control them. Movement isn't an optional extra; it's essential. "As the body grows, children must learn through experience how to handle it," Lena Pfender explains. "That doesn't happen by watching – it happens by doing. And that takes space."
Bewegung im Alltag ist wichtig. But targeted movement sessions – indoors or outdoors, with or without music – can also help children build coordination, confidence and pleasure from movement.
Music also plays a special role in early development. It stimulates the senses, supports language, strengthens social bonds – and creates joy. It often goes hand in hand with movement, setting the whole body in motion.
"Music should be experienced – through the whole body," Lena Pfender says. "Stomping, dancing, dreaming – it feels light and does you good." A rhyme while brushing teeth, a rhythm game in the living room – that's all it takes for early musical development in everyday life. And no: The child doesn't need to learn an instrument. It's about experiencing, not about daily practice.
However, media use can negatively affect early development. Excessive media consumption has been proven to have a detrimental effect on early childhood development. The issue isn't (only) what happens on screen, but what doesn't happen in that time: movement, speech, social interaction, or sensory experiences.
Children under two should ideally avoid media altogether; afterwards, set conscious and restricted screen time use: The aim is a healthy balance between screen time and "green time" – with children spending far more hours moving and being outdoors than in front of a screen (at least 3 hours versus a few minutes per day). Playing outside, dancing indoors, crafting with their hands – that's how children grow and develop.
Early childhood development doesn't need a check list – just relationships, time and variety. Parents don't have to do everything perfectly. It can help to ask yourself: "What did I love doing as a child?" The answer can be a great guide. Parents can bring their own passions into play. "Whether it's playing the guitar, exploring the woods or cooking – children catch our enthusiasm," Lena Pfender says encouragingly. And sometimes it's not about doing things with children but letting them do things on their own. Most children naturally choose meaningful, developmentally beneficial activities. What it takes from parents is also trust and openness – to follow their child's lead or simply let them explore on their own.
Whether it's hanging up the washing, collecting leaves or singing a song – all of this can be early development. What matters is how we do it: with love, curiosity, humour and trust. Because children don't need perfect programmes – they need people who are there for them.
Dr Lena Pfender is a specialist in paediatrics and adolescent medicine, with a focus on developmental paediatrics as well as psychosocial and psychosomatic medicine. She works as a senior consultant in developmental paediatrics and heads the Special Education Department at the Social Paediatric Centre of the Cantonal Hospital Winterthur. She also works in Zurich for the 'Für das Kind. Giedion Risch.' foundation, where she focuses on diagnostics, counselling and psychotherapy.
As both doctor and mother, she experiences every day how much children benefit from relationships, movement and sensory experiences. In her free time – and when family life permits – she enjoys spending time outdoors with her children. Even as an adult, she still gains enrichment from experiences like playing by the stream or marvelling at a circus performance.
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