I took time during this week to revisit photographs of children, whose walking efforts were captured to study the dynamic and static functions while attempting to walk. I recall how this child when shown the bulletin board with photographs in the corner of the room showed an interest to move steadily, which reduced the muscle spasm that seemed to inhibit him initially! It was the sight of the bulletin board with photos that made a difference in his movement stride. That visual stimulus gave him motivation to move because of an interest to explore what was on the bulletin board.
It was after watching some children in similar situations, the approach shifted from 'making a child to walk' to 'allowing a child to pursue visual or auditory cues' to facilitate movement. The effort to make a child walk might not get a child's full attention or interest. Instead if he or she has something interesting ahead to explore a few steps ahead, the movement gets initiated in the child's conscious thinking, in which case the motor synchronisation of movements takes place volitionally, which is more physiological.
I recall the philosophy of conductive education which was a popular model introduced by Dr Andras Peto in the 1940's, designed to help children and adults with neurological disorders to learn independent daily living skills through 'active learning'. A visit to one of the centres in London in 1986 left a lasting impression in my mind. The 'conductor' who is a facilitator co-ordinated a small group of children or adults to participate in activities of daily living in a setting where modified furniture and devices are used. It was a self motivated learning process to adapt and learn newer ways to overcome limitations to function in a way that was practical for each child.
Another form of movement practice that Anna and I came across was 'Awareness through movement' introduced by Dr Moshe Feldenkrais, a Ukranian-Israeli engineer who focussed on 'learning how to learn' by overriding habitual and inefficient movement patterns. He suggested that by moving each part of the body with awareness and feeling the comfort and wellness, the movements bring integration between the mind and the body. When body is moved in a slow manner by turning the attention of the mind to the movement, the new learning is initiated. This remains as a popular exercise regimen in neuro-rehabilitation as well as in improving co-ordinated body movements to bring relaxation to the body.
One turning point in my consciousness was this new awareness in the early nineties, when the attention shifted to integrating the mind and body in helping children to move. It is the attraction of a play activity, a visual, auditory, sensory or kinaesthetic experience awaiting the child, which invites a child to move.
Looking back over the last forty years of involvement in child development and rehabilitation, I realise how such an approach yielded good results and found acceptance with parents. The recent book, published by ASHIRVAD, Engage your child summarised our experiences on exploring play as a process to help a developmentally challenged child at home by parental initiatives.
When a child voluntarily moves and finds that as fulfilling, he or she is in a new level of self directed learning, which is what we ought to aim for all children, who need enablement developmentally!
M.C.Mathew (text and photo)
No comments:
Post a Comment