Sophie and Bertram, Horsens, Denmark

What happens in a lesson and how does it work?

In individual lessons for children I use gentle, non invasive touch, movement and ways of directing attention to give new information to the child’s brain and nervous system –  to help a child learn new abilities, gain confidence, and develop communication and behaviour. My intention is to help a child learn to live with increasing independence and well being, no matter what their current abilities are.

My approach prioritises their comfort and sense of security. Taking time to connect with a child, and create an environment in which they feel secure and confident, enables the most effective learning. 

I look for ways to turn their ‘learning switch’ on, and often work with play, games and the child’s closest relationships to create meaningful intentions and conditions for learning new abilities. This way the learning is immediately useful to the child and supports them to continue using their new abilities in daily life. 

Working with your child not on them

I find ways to capture a child’s interest or attention so that their brain and nervous system can be receptive to new information. 

Children do not necessarily need to consciously concentrate for long periods for this process to work. The skill I have as a practitioner to use movement and touch gives information directly to their brain and nervous system, creating new and relevant neural pathways in the child’s brain. It is through this process that children with difficulties paying attention or being present can become more aware and perceptive, creating new building blocks for learning.

I meet each child as an individual and tailor my approach to their current abilities and needs. I do not insist that they do things they cannot do, rather I help them learn new and more complex variations of what they can already do. 

Building on what they can do

Over time, the new things they learn can become increasingly complex, and their abilities develop exponentially. This gives the child the ongoing experience of: “I CAN do, I CAN learn.” Their learning is a continuously positive experience whereby they feel and sense for them-self their new abilities. This acts as a form of positive reinforcement which encourages and supports their development. It evokes the organic developmental learning process and helps the child’s brain learn to do what it could not do on its own.

This process helps the child to learn new ways of moving, acting, behaving, and perceiving them-self. Helping a child to improve their ability to perceive them-self and act as they intend, can improve all areas of a child’s life, be it physical, emotional, or mental.

Partnering with parents, carers and other professionals

By partnering with and empowering parents, caregivers and other professionals, everyone involved learns to adapt their own actions and behaviours to best support a child’s learning and development. 

As a result the environments in which a child lives and develops can evolve over time to best support their learning and needs. My aim is to facilitate learning for everyone involved, to support a child to become as independent as possible.