ABSTRACT
The perceptual systems are intact and functioning, although the infant is still relying on primitive reflexes for information, protection, and nourishment. The major change in sensory-perceptual processing involves a shift in reliance on information from the tactile-kinesthetic system to the visual system. Teachers of children with cognitive and perceptual-motor delays may find that applying practice schedules that are more variable works best. To integrate education with the neuroscience of motor behavior and cognition provide a way in which practitioners can narrow the gap between science and educational practice, particularly for children with learning difficulties. Executive function and metacognition play key roles in cognitive self-regulation for on-task behavior necessary for learning in motor and nonmotor settings. Social interactive settings seem particularly effective to facilitate the development of metacognition and self-regulation in young children. The perceptual systems are intact and functioning, although the infant is still relying on primitive reflexes for information, protection, and nourishment.
