If the baby is preterm or has undergone a trauma at birth, the most important task is to remedy the nervous system at the earliest. Till one year of age the functions needed for the proper operation and development of the nervous system could be still corrected. Nevertheless owing to its complexity the therapy has its own limits but it is important to know that by starting a regular therapy in time gives the child better chances for a life similar to the sound peers. It is very important to have the first screening as close as possible to the date of the baby’s birth because we may lose precious time in the case of the babies where signs of unsatisfactory development deepen that is age-appropriate motor and other development phases do not appear in the right order.
BASIC THERAPY (special motor development gymnastics) FOR CHILDREN AT KINDERGARTEN AND EARLY SCHOOL AGE! (https://svabhegy.eu/okosito-torna-ovodas-es-kisiskolas-koru-gyermekeknek/). Our clinic’s conductor, Ms.Eleonora Shakkour develops the nervous system and corrects its operation by means of a complex motor therapy applied on children suffering from learning and behaviour disorders. In consequence positive changes can come about in the child’s scholastic record, anxieties may dissolve, learning process can transform into a sense of achievement which could increase self-confidence, enhance appetite for learning and make it a joyful process.
Time is very important in motor development therapies
In the baby’s first year of life the early therapy and motor development is realized by means of a motor habilitation therapy (neurohabilitation training). At this age normalizing the child’s motion and and setting it back right is decisive since it effects later cognitive, emotional and social development. Experience has shown that the therapy’s moveable, rolling and wobbling or rotating-swiveling devices make the organism produce a so-called vestibular stimulus (a stimulus affecting the inner ear’s organ responsible for the sense of balance); this stimulus is provided for the organism’s labyrinth serving the integration of the nervous system. All these – with the correct operation of the nervous system – play an important role in unfolding the child’s abilities and in the prevention of later behaviour and learning disabilities. (https://svabhegy.eu/gyermekpszichiatria/).
Of course, each baby reaches all the important stages of motoric, cognitive, mental or social progression in a different pace. Smaller developmental arrears may not always need a targeted motor development therapy. However, if the development pace is slower than the typical progression of the similar-aged babies, quick intervention and an appropriate development therapy may improve the situation a lot. After making the exact diagnosis and detecting the causes behind by the developmental neurology specialist it is much recommended to start the motor development therapy as quickly as possible. Besides, if necessary, a special needs teacher and a pediatric psychologist can also be consulted to assist the child’s development.
Conductive pedagogy incorporates the development of motor activities and cognitive functions as well as the formation of practices relating to self-sufficiency. We pay special attention to the so-called manipulation- and playing activities, to the early development of speaking, to the formation of the body image, to the expansion of the child’s knowledge and to the setting of measures preventing the abnormal development of disfunctions. One of our aims – with the assistance of the family – is to prepare the child for kindergarten and school life.
Important signs - what do parents have to pay attention to?
In the course of the health visitor’s or the pediatrician’s visit it is very important to give them full particulars on the baby’s behaviour and habits. What are the warning signs which may reflect that the child needs a development therapy?
- if the baby – passing the age of four weeks – still does not hold his or her head up when laying prone
- his head posture is unilateral
- he does not like to lie prone
- passing the age of six months he still clenches his fists – especially without the signs of manipulation (if the development is normal babies start to open their fists and try to reach objects at age of 3-4 months)
- over the age of six weeks he still cries too much or on the contrary too less
- passing the age of 6-7 months the baby does not turn to both directions or does not play with his feet or hands
- over the age of 9 months the baby does not creep and roll over
- he has sucking problems suffering from weak suck or his suck reflex is too strong
- he has swallowing difficulties and over the age of six months he still cannot eat from a spoon
- development of chewing skill does not start by passing the age of eight months
The aforesaid signs do not necessarily mean complaints but if one or more developmental disorders are observed it is necessary to consult the pediatrician, the health visitor and ask for a consultation with the conductor. The conductor could inform the parents about the expectable age-appropriate motor- and cognitive maturity and in the course of the medical examination she could diagnosticate the extent of developmental delays and she could plan the personalized development’s schedule.
In which cases are the conductive pedagogy therapies recommended?
- to treat motoric disorders originating from hypoxia during delivery
- to infants having intracerebral hemorrhage
- to treat muscle tone disorders like hypotonicity (looseness) or spasticity (tightness)
- to infants born by caesarean section
- to infants whose delivery was either long lasting or precipitate
- to complement missed motor phases (creeping, crawling)
- to prevent learning disorders (dyslexia, dysgraphia, dyscalculia)
- to improve the harmonized coordination between the two body-halves
In the course of the conductive training what kind of developmental treatment does the child receive?
- conductive screening
- preventive parent-child interactive gymnastics
- early developmental therapy for babies between 1-12 months
- early-age assessment of disfunctions and their conductive development, between 1-3 years
- personalized development of kindergarten-age physically handicapped children, assistance in the selection of the appropriate kindergarten
- conductive training in micro groups (2-3 persons) for children between the age of 3 and 6 years
- preparation for school in micro groups (2-3 persons) or individually for children between 5-7 years
- dysgraphia and dyscalculia prevention
- GMP speech perception examination and consultation
- AAC augmentative and alternative communication consultation
What results may we expect after the accomplishment of the development therapy?
- conductive pedagogy applies such preventive techniques which support on preventing the emergence of further disfunctions and with the help of the development the baby catches up with the similar-aged peers
- motor development becomes harmonic, which positively affects the cognitive progression as well since owing to the continuous support and follow-up techniques the baby might make up for the delays
- it is less likely that abnormal posture and movements will develop
- with the learning of the unacquired motor activities the emergence of later disorders could be prevented
- start of the progression of speaking abilities
- reduced number of future behaviour and conduct problems
- better attachment between the mother and the child
Before applying the appropriate development techniques an exact disgnosis must be made. The conductor, responsible for the development, must see the clinical history – medical opinion of the pediatric neurologist, ultrasound examination results etc. – so it is well recommended to bring all the relevant documents with you for the first consultation.
We also ask you to bring one of the child’s favourite toys and a right-sized blanket for the meeting.
PREVENTIVE BASIC THERAPY (gymnastics for special motor development) for children at kindergarten age and GYMNASTICS for children at early school age
Nowadays more and more children face learning and behaviour problems. Those who have learning disability often suffer from one or more different partial disorders as well. The so-called Sindelar method, applied by our clinic’s conductor which was elaborated to detect and treat such partial disorders, is well complemented by a complex motor therapy (the so-called Kulcsár method) which was evolved for children facing learning and behaviour disabilities. The latter method is applied for early-school-age children to correct learning and behaviour disorders while for kindergarten-age children for prevention. At the beginning of the therapeutic course a complex examination of the nervous system’s development and operation takes place, which makes the detection of the under-developed areas possible. In the course of the therapy the conductor elaborates a personalized program in order to treat the diagnosed disorder. Elements of this personalized program assure the targeted development of the central nervous system and the correction of its operation. In consequence a positive change can come about in the child’s scholastic record, anxieties may dissolve, learning process can transform into a sense of achievement which could increase self-confidence, enhance appetite for learning and make it a joyful process.