Every child has special needs

Working with children

Creating new movement possibilities, and therefore new neural pathways, forms the basis for learning new actions and behaviour.  We use our knowledge of typical developmental movement to first observe what a child can do, to then help them learn the missing pieces of developmental movement which are most useful to them right now. 

We look for what arouses a child’s attention and interest (a favourite toy, their relation to a parent, or the way they perceive light or sound for example) in order to connect with them so that they engage in the process – the method is not something we do to your child but with them. This is how every child learns.

Creating a safe environment

Working with your child not on them

Respecting a child’s emotional, psychological and physical needs and helping them to feel comfortable and secure is of primary importance in this learning process. At times we may challenge them in order to learn, but never to the point of stress. We find that stress inhibits learning, and that comfort and enjoyment support learning. 

As a result, we work not only with improving a child’s physical abilities, but also to support their emotional and psychological development. We observe that as a child’s movement, perception and behaviour develops their cognitive abilities also improve.

Where to begin?

Building on what they can do

As we establish trust and connection with a child we explore what they can already do since this will be the base upon which we can build new possibilities. Your child will never be forced to do anything that they can’t do. Instead, we introduce new movement possibilities by creating new variations of what they can already do. This is how learning happens.

As the variations become increasingly complex, and we show them how they can use these new possibilities to be able to do what they want to do in their lives, the child’s abilities develop and improve. The child’s learning experience then becomes one of what is possible for them to do:  I can do, and I do do, and now I can do something I could not do before.

We observe that this supports the child’s own motivations and intentions to unfold and they spontaneously use what is learned in the lessons in their lives, since it’s usefulness becomes obvious to them. This supports a child to better express themselves and act in the world.