Science is recognizes learning is movement. This “movement” however is re- defined not as mechanical from here to there, but as a poetic symphony of mind-body integration. The “sensory and motor circuits don’t just feed cognition. THEY ARE COGNITION” (Scientific America Mind, 2011).
The sensory body is the grounding rod for all the senses, and functionally integrates listening, attention, and self direction. Lessons are designed to expand awareness with all ages about this sensory-body through fun games. Movement lessons functional integrate sensory awareness to perception. and engage the uniqueness of the individual to “out there.”
Children Get IT! They don’t have the habits… yet.
learning from the body-to-brain .
- To raise the level, depth, and breadth of public dialogue and awareness on core issues of children’s life challenges.
- Enhance awareness of the body connections to brain by developing a clearer and deeper
sense of inner awareness of patterns influencing behavior and mindset through neuromuscular re-education movement .
This program utilizes a method (Feldenkrais Method, FM) to integrate mind-body sensorimotor integration . Over 500 children did mind-body movement games. Games adapted National Physical Education standards to developmental movement stages through sequences of motion based on sensorimotor integration (FM).
To a trained eye all children showed some type of improvement. Special needs children showed more dramatic effects.*
Lessons show how embodied cognition is a character of sensation in the body shaping the mind’s perception. The more self-aware the more engaged and effective the learner. Integration from awareness of proprioception to cognitive function stimulates ambition,self-regulation and responsibility. This type of self-awareness fuels the drive to be creative and also a critical thinker. The sense of belonging and being accepted is already strongly enforced between peers, but respect for each other differences is also more acceptable with proprioception awareness.
Lessons organically adapt to the moment. Awareness to physical sensations to thinking fine-tunes choices. What feels essential to needs and potentials negotiate with what the body can do and not do.
For example action, hearing, touching, tasting, smelling and seeing are all sensations in the body-configurations of sensation. Children discover how sensation negotiates with attention and character to pick out choice of action. This isn’t understood intellectually, it is understood because if feels good.
to lessons is self discovery. Wellness Through Movement lessons are based biological directives already in place and how these biologically urges relate to a given environment. Lessons use primal and developmental movements wired into patterns without demonstrating the movements. With supportive directives according to a child’s response. Lessons develop organically with the child by holding the intention self-discover of physical influences guide attention. This means no demonstrating or mirroring movements.
…is to teach dual attention, attention within and to “out there.” Information from both body and brain creates the two-way highway of learning. Awareness of how sensations gives a child a clearer understanding of their feelings. The physical sensations become guides in expressing internal conditions. Children think 90% through sensation but they are unaware of sensation. When they pay attention to sensation they can communicate what is happening that is getting in the way of learning.
Humans are born with infinite possibilities. These possibilities depend on the dynamic patterns that integrate between the brain, body and heart. We are born balls of sensation ready to learn yet unable to know how to walk, talk or reason until we experience situations that inspire us.
Being Fully Human
We don’t get in the way of nature; we fuel nature through awareness. Movement responses are used to understand the internal sense of perception. Expression reveals awareness is already established and what is missing. To center and strengthen character we must work with what are both functional and in awareness with what is dysfunctional and out of awareness. Together these patterns of motion explain behavior of the brain and senses to perception.