ABSTRACT
We now know so much more about the brain and how movement and the senses are linked to children’s development and learning. However, the application of this knowledge is years behind, as educational policy tends to focus on outcomes opting to turn a Nelsonian ‘blind eye’ to the processes of how children learn.
This chapter highlights the work of INPP (Institute of Neuro-Physiological Psychology) and explores recent research and the development of our knowledge and understanding of the relationship between children’s physical abilities and learning.
The importance of the development of balance, sensory development and integration is explained, as well as how movement experience is involved in the integration of early reflexes, which support posture, balance and coordination throughout life. The assessment and potential remediation of signs of neuromotor immaturity are not a replacement for other educational investigations, specialist teaching, learning support or other vital services. They can, however, help to identify and remove underlying physical barriers to learning, thereby opening the doors to more effective teaching and learning.
In our modern world children are moving less and this is impacting their development, readiness for school and performance. This chapter underpins the theory behind the Movement for Learning Project described in Chapter 4 as well as highlighting other projects which have taken The INPP Movement Programme into schools for use with older children (Year 2 upwards).
