AWAKEN YOUR CHILD’S POTENTIAL
All children, no matter the severity of their challenge can overcome their disability and reach their potential through learning
Infants & children are by nature, amazing learners, and they depend 100% on learning for everything they will be able to do! Learning is a complex integration of sensation, thinking, & movement occurring in the brain…and the brain in turn, maps billions of connections and organizes them into coherent and increasingly complex developmental and functional progressions that we identify as motor milestones, or simply— maturation.
Every child’s development path is unique, yet the foundational processes and conditions required for successful brain development are the same for all children; whether with a special need, learning challenge or neuro-typical, the conditions for learning remain the same.
You as a parent are familiar with traditional therapeutic techniques for children. That being…if a child can’t walk, or can’t sit up, or hold their head, then this skill is taught. Often repetitively, and with little concern, knowledge, or attention to the child’s original trajectory, interest or involvement. Not only is this is intellectual way of learning skills, it’s not the way the brains of infants & children develop and mature. We don’t learn to lift our heads, by lifting our heads; we don’t learn to roll over by rolling over; we don’t learn to sit by sitting; we don’t learn to stand by standing. Hundreds, thousands of preparatory neuromotor elements & integrations happen before any function appears as a gross motor milestone. When we reduce our focus to teaching a skill that has been lost or not yet emerged, we miss the thousands of preparatory brain experiences that are essential for healthy maturation and growth!
In addition, children become defensive when they are being forced into a rigid process of skill acquisition. They sense they’re not heard, nor seen…and what they’re doing is wrong, and the therapist is going to ‘correct’ it. Traditional therapeutic interventions where skills are taught, defensiveness is a likely outcome. And thus, that skill, or process of being taught becomes bonded with defensiveness, making learning even more difficult. Secondary behavioral compensations are likely.
This approach focuses on connecting with your child, rather than correcting them. I create an environment for the child to set the stage for them to discover & explore all those preparatory conditions required for any milestone to emerge. In this way, we restore the child to their potent heritage as brilliant learners. Everything gets upgraded, and in this integration process, new skills and previously elusive milestones emerge.
Neurological foundations rely on certain and specific conditions. Those conditions are: slow, gentle, variety, enthusiasm, flexible goals, movement with attention, learning switch, or ‘aha’ experiences, imagination and dreams, & finally awareness.
When we provide the conditions for foundational processes to be explored in a nonjudgemental compassionate space, children that have missed or slow to their developmental milestones, or who struggle with other learning challenges will find that new capacities emerge effortlessly, and with joy, deep curiosity, and enthusiasm.
This approach though so beneficial for kids with any kind of special need, is also an amazing system for every child.