ABSTRACT
Those of us who work closely with young children and families understand the growing importance of movement in relation to health, education and well-being. It’s not surprising, however, that parents and practitioners are pushed towards the false notion that the mind and body are separate and the functions of the mind are superior to those of the body. Many believe that children routinely acquire and perfect motor skills, such as walking, running and balancing, believing it to be a natural maturation process for all children. This may largely be true but it is only part of the process. Many children are entering compulsory schooling without the fully developed physical skills that might be expected for their age. This can be seen in the difficulties they experience with balance, coordination, fine motor skills, concentration and posture. The initial primitive reflexes present at birth, which are discussed in detail below, need to be gradually inhibited in the first year in order to adapt into more mature postural reflexes by the time a child is three and a half. Children with limited experiences of essential movements can be negatively affected, resulting in immature neuro-motor skills which, in turn, might lead to them having significant difficulties and underachieving at school. It is important, therefore, that practitioners have a basic knowledge of these reflexes so that they can provide the best possible environment which will support children’s physical development as they mature.
