Motor planning: how we organize our movements when we meet a novel experience

Motor planning: how we organize our movements when we meet a novel experience

Posture, balance and coordination all develop as we move through space

Posture, balance and coordination all develop as we move through space

Changes in head position activate the vestibular system via the inner ear canals

Adaptive Skills

Adaptive Skills

Effective functional skill is easy when grasp patterns, coordination, and sensory responses are well integrated.

Emotions make us human and humane: healthy children are emotional!

Emotions make us human and humane: healthy children are emotional!

They need to be able to move from mad to sad and have safe places to have their tears.

Bilateral coordination, the ability to use limbs in a coordinated way as for jumping jacks and skipping

Bilateral coordination, the ability to use limbs in a coordinated way as for jumping jacks and skipping

Fine motor skills: grasp, hand strength, posture, how the trunk and whole arm supports precise finger movements

Fine motor skills: grasp, hand strength, posture, how the trunk and whole arm supports precise finger movements

Visual perception: how we not only see, but how we make sense of what we see, and other senses (touch, hearing, sense of body position) that give us information

Visual perception: how we not only see, but how we make sense of what we see, and other senses (touch, hearing, sense of body position) that give us information

Play: using simple mediums to bring out creativity, imagination, and emergence of the child's own ideas

Play: using simple mediums to bring out creativity, imagination, and emergence of the child's own ideas

Head, Neck, and Eyes

Head, Neck, and Eyes

Coordinating the eyes, neck, and head, while swinging is a foundation for many functional skills

Tactile (touch) system: we let the child have control over the sensory input they receive. There is a very strong emotional relationship with touch.

Tactile (touch) system: we let the child have control over the sensory input they receive. There is a very strong emotional relationship with touch.

Brain building: We organize the brain-body system through 2 min activities that set the stage for self regulation, and then sustaining attention, by creating new pathways for learning.

Brain building: We organize the brain-body system through 2 min activities that set the stage for self regulation, and then sustaining attention, by creating new pathways for learning.

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Motor planning: how we organize our movements when we meet a novel experience
Posture, balance and coordination all develop as we move through space
Adaptive Skills
Emotions make us human and humane: healthy children are emotional!
Bilateral coordination, the ability to use limbs in a coordinated way as for jumping jacks and skipping
Fine motor skills: grasp, hand strength, posture, how the trunk and whole arm supports precise finger movements
Visual perception: how we not only see, but how we make sense of what we see, and other senses (touch, hearing, sense of body position) that give us information
Play: using simple mediums to bring out creativity, imagination, and emergence of the child's own ideas
Head, Neck, and Eyes
Tactile (touch) system: we let the child have control over the sensory input they receive. There is a very strong emotional relationship with touch.
Brain building: We organize the brain-body system through 2 min activities that set the stage for self regulation, and then sustaining attention, by creating new pathways for learning.