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Why use movement to help a child learn?

A child learns optimally by mentally stimulating tasks, sensory rich activities and physically active exercises. In the first two years of life, a child's development is measured mainly by the mastering of motor milestones. The progression from 2 to 5 years is characterized by perceptual awareness and learning and the ability to communicate, together with the acquisition of co-ordination and balance. By age 5 to 8 years movements develop into complex motor abilities and academically the child must make the bridge from concrete concepts to abstract concepts found in reading and writing.

Sensory motor patterns are necessary for the acquisition of language. In 1987, in Budapest, Hungary, Dr Éva Marton began to note a connection between the acquisition of language and the sensory motor development of the child. Research into these areas revealed a pattern of incomplete infant movement development associated with a delay in reading and writing.

Murdock (1987:24) states that one of the most predominant senses for children is the kinesthetic or body sense. Oaklander (1988:132) states that all emotion has a physical counterpart, therefore children have the opportunity to get in touch with what their muscles do and to express emotions through movement. Chrisman (2002) states that not only does movement have certain physical benefits, but certainly some emotional benefits as well. She found that as body movement brings changes in attitude and emotions, it increases self-esteem and self-image. Reference: Play Therapy Level Two Dr.J.P.Schoeman


Scope of the programme

How does the programme work?

A model of Sensory Learning

Effects of the programme

Course Details

References