The complexity of basic elements and combinatorial possibilities encountered while learning to read and write (26 letters, 44 phonemes and 250 graphemes) is by far the most important and challenging aspect of early education, meaning exquisite care must be taken to avoid overwhelming students with learning tasks that are too physically and cognitively complex, and for which the recursive patterns remain invisible to learners over an extended period of study because of the frequent high-level exceptions to fundamental rules.
Somewhat paradoxically, 2-year-old children seem to easily master the phonemes of their parent's native language(s) through a kind of statistical analysis combined with mimicry. This creates powerful combinatorial explosions beginning at 2-3 years of age and continuing through the mid-teenage years, over which period a child's vocabulary will increase by 50,000 words. (1 new word every 2 hours)
By applying the 80/20 rule and using the Rule of 3 to construct simple, transparent reading & writing progressions embedded in a curriculum rich in physical movement and fun, the Learning Landscapes system eliminates the boredom and fatigue often encountered in the many repetitions it takes to master language literacy, all the while reinforcing skills children will re-use to achieve science, technology, engineering and math literacy as well.
While introducing the simplest, most frequent sounds and combinations of sounds first, then by patiently facilitating the repetition it takes to master these elements before introducing exceptions can greatly increase your child's confidence while enhancing their progress, the fact that most children master all conversational phonemes by age 4 and many children are well on their way to achieving reading/writing literacy by age 8 means that other intimidating proficiencies like advanced math and movement agility can be similarly mastered (in fact, more easily mastered) by ‘average’ students at every stage of their optimized education.
This includes the eventual mastery of calculus, chemistry, physics, biology, and physiology, among other subjects which have falsely earned a reputation for being beyond the grasp of ordinary learners, when in fact it is the limitation of 'ordinary' (here meaning 'outdated') curricula and teaching methods that have failed our students, and not the other way around!