The Connection between Movement and Child Development

IF YOU ARE INTERESTED IN BABY AND INFANT MASSAGE CLICK HERE

The connection between movement and child development is completely obvious to all parents. We eagerly watch for and rejoice over each new physical achievement - the first time our children turn their heads, roll over by themselves, sit up and the moment of triumph - take their first independent steps.

The 4 to 5 year old should have acquired the co-ordination and balance of an adult. They should be able to confidently walk and run, negotiate stairs safely, stand on tiptoes, spin in circles and use a swing without anyone pushing. By this age children should be strong enough to do somersaults and high and long jumps.

This may be the point in time when it becomes increasingly clear to some parents that all is not well with their child. They may notice that their offspring walks stiffly or awkwardly, that he or she appears less physically strong than other children of the same age. The child may be unaware how much energy to use to accomplish a task e.g doing up buttons, playing with Lego, writing with a pencil. Although not personally aggressive the child may push, hit, or bang into other children. Possibly the child avoids or needs to jump, push, pull or bounce on things, or chews on clothes and/or objects more than their peers. Does your child always need to look at what he/she is doing , for example when walking or running?

If the answer to some or all of these questions is "yes" your child may have a problem with Proprioception. What does this mean? Proprioception is our interior sense that tells us where our body parts are without our having to look at them. Information about our body position travels through the spinal cord and into parts of the brain that we are not conscious of. So we don't need to think how to arrange our limbs so that we can sit on a chair without falling off it for example.

Children with Proprioception problems have a very difficult time. They have no idea where their body is in space unless they actually look. Motion and remaining stationary will both require conscious effort. Such children may be clumsy or slow movers to compensate. They may slide off a chair, stumble on stairs or fall when running. They may also have great difficulty writing, buttoning clothing or judging the weight of things.

This problem will prevent their bodies obtaining the information needed to maintain good muscle tone - and good muscle tone is necessary for good health.What can we do to help children who have Proprioception problems and therefore Special Needs?

I am a Dance Movement Therapist whose main area was working with children who had multiple Special Needs. I have mentioned dance therapy, wheelchair dancing, and music and the child with Special Needs elsewhere.

I am all in favour of therapies which aim to harmonize and strengthen the Mind-Body-Spirit connection. Yoga is one such therapy. Yoga for the Special Child is a yoga programme which aims to enhance the natural development of children with special needs. It is said to be safe for babies and children with Downs Syndrome, Cerebral Palsy, Microcephaly, autism and other developmental disabilities. The method is also effective with children with Attention Deficit Disorder, ADHD and Learning Disabilities.

Another approach that builds on the connection between movement and child development is Carl Orff's "Orff-Schulwerk" or "Music for Children".This is the brain child of Carl Orff (1895-1982) the German composer. He carried out research into cultures where dance and music are inseparable.He developed this system while music director of a school of dance and music in Munich. Orff realized that the impulses for music and dance arise simultaneously in children and that song and text come together naturally in play.

In Orff sessions dance is a part of making music.The children through motion gain control of their bodies, while accompanying and creating music for the dance at the same time. For example, a session might begin with a walk with the children operating in their own personal space. A group tempo is established with the teacher reinforcing the beat on a drum. The children perform first two walks to each drumbeat then one walk to two beats. By doing so they become aware of walks in different tempos. Then the children change roles and dancers become musicians and musicians become dancers.The quality of the walking is directed by the sound of the instrument being played. Bar instruments such as the xylophone for example have a brittle, sharp sound. Children respond appropriately to these sounds. Students progress over time from walks to folk dances, improvisational movement to new dance forms.

Carl Orff maintained "Elementary music is never music alone, but forms a unity with movement, dance and speech".

Another resource I would like to mention is South African home based education, pre-K5, including themes, activities, phonics, numbers, concepts, fine and gross motor skills, language and literature. Focus on Family Health and Family Law pertaining to Children and Education.

I must also mention a site dedicated to using treadmills to help Down Syndrome Children walk earlier.

homeschooling and children with special needs which is written by a mother with personal experience of this approach to education.

I have found some interesting research on using Educational Childrens Books, Blocks, and Toys Kids educational toys that stimulate the imagination, educate the mind, and tickle the fancy. Books, blocks, and toys that make great presents or baby gifts.

Childrens Growth Charts

DANCE TO HEALTH

To read free extracts of "Dance to Health - Help Your Special Needs Child Through Inspirational Dance"CLICK HERE

HELP YOUR SPECIAL NEEDS CHILD THROUGH IMPROVISATIONAL DANCE - is an instantly downloadable e-book written by an experienced Dance Movement Therapist. She aims to encourage the parents of children with special needs to act as Dance Movement Therapists to their children.