School-Age Children Learning Challenge Risk Factors for NeuroDevelopmental Delay Research Citations

The Dynamic Core of the Mind

Developmental Movement from the Beginning

Understanding how movement forms the emerging mind

Primitive Reflexes—emerge as early as nine weeks in utero, and are fully present at birth. These reflexes assist in the birthing process, are essential for infant survival in the first few months of life, and provide training for many skills. Doctors often use these and other reflexes to determine how well a child is developing.

Postural Reflexes—impact posture, movement, and stability. They are signs of increased maturity in the central nervous system. Their emergence organizes the body for rolling, creeping and crawling; eventually leading to gross motor movements.

Righting Reactions—are controlled primarily by the mid-brain and assist in bringing the head and torso into mutual alignment.

Equilibrium Responses—are automatic patterns of response for maintaining balance as a result of the shifting of one’s center of gravity while, for example, jumping up to catch a ball. “They appear in concert with the righting reactions and are integrated primarily by the forebrain.” (Bonnie Bainbridge Cohen, 1992)

Integrated Reflexes—support all successful effortless movement. For every reflex there is an opposite reflex; each shadowing and modulating the other. “Once developed and integrated, a reflex movement pattern will become part of one’s voluntary, automatic movement repertoire.” (Bonnie Bainbridge Cohen, 1992)

Fixated Reflexes (Retained Reflexes)—are early reflexes that do not become fully integrated. If early reflexes do not develop properly, then higher righting reactions and equilibrium responses may not fully emerge. If this is the case, the early reflexes are considered pathological in nature (retained) and interfere with the automaticity of learning and/or behavior.

If a child is not given the opportunity for developmental movement, the neurological reflex pathways for those movements do not have the opportunity to mature. Children can also get “stuck” in a particular reflex pattern and do not progress to using higher levels of the brain with ease. In these cases, children need specific intervention to integrate the reflex and move on.

A Good Movement Therapy Program Includes:

Structured Play & Selected Exercises: The role of the therapist is to guide your child through an individualized movement program involving playful activities and exercises.

Body Systems Support: The somatic therapist can provide a variety of hands-on therapies such as craniosacral therapy, myofascial release, nerve release, organ toning, and endocrine balancing.

Ongoing Therapy at Home: As a parent you will receive instruction, during the therapy session, for continuing therapy at home. A home program is designed for daily sessions of 10 to 30 minutes.

by Catherine Burns and Linda Vettrus

The authors: Catherine Burns, Registered Somatic Movement Therapist and Craniosacral Therapist, specializes in developmental movement for babies, toddlers, preschoolers and school age children. Linda Vettrus, director of Whole Child Institute, LLC, holds four licenses as a Special Education Teacher.

School-Age Children Learning Challenge Risk Factors for NeuroDevelopmental Delay Research Citations