This paper contends that a person's readiness for academic learning should be based on his/her developmental readiness, not on chronological age requirements. Human beings develop at their own neurological rates (biological clock). The paper first cites research on a "sensitive learning period" in which learning is mastered in a more efficient manner. It then traces three imaginary midlines used to better evaluate children's developmental levels both in body-space and paper-space, defines the terms used for different types of skills, and provides examples of these skills. The paper suggests activities to develop these different skills in combination with reading, writing, math, spelling, and social studies. It also offers the following insights: (1) use movement activities that encourage the child to be active; (2) a child learns only when things interest him/her; (3) children enjoy playing because it is challenging to them, not because it is easy for them; and (4) some children learn primarily through the kinesthetic (moving and tactile) mode. The paper concludes with a list of messages that parents often send to young children about learning developmental motor skills and another list of messages that children often hear from their teachers at school. Contains 24 references. (NKA)