Our capacity for moving, learning and thinking stems from the efficiency of our Central Nervous System (CNS). An efficient CNS means we can process tens of thousands of bits of information through the senses about our external and internal environment at the subconscious level, freeing our smart brain, the conscious brain, to think, learn and move.
If we have an inefficiently operating CNS then we have to find additional motivation, compensatory skills and energy to 'prop-up' this lack. Where children are un-motivated and un-supported in their activities the effects on their behaviour become apparent with reduced ability and capacity to concentrate, focus and engage in learning and develop skilled movement.
The development of the CNS starts from conception and continues as regular automated sequences in all humans regardless of country of birth or culture. These developmental sequences are identified through specific movement patterns and motor responses called reflexes.
A reflex is an involuntary movement made in response to a stimulus. Primitive reflexes emerge in utero and are present at birth. They provide a vital preparation phase for many later voluntary skills, and should gradually be inhibited - or reduced in strength and .switched off' as voluntary movement and more advanced postural reflexes take over.
The development of our higher brain faculties is interwoven with the lower brain centers being able to take automatic control of our locomotive, postural, balance, spatial and sensory intelligences. When a reflex remains active in the older child, and adult, the ability of the higher brain centres to attend to different tasks and have control over actions is reduced. Providing the older child with a range of strategies to overcome their observable difficulties in learning, movement or social interactions is helpful to a point, but addressing the cause of these difficulties is likely to make the greatest change.
In short, reflexes:
It is not uncommon for children who appear clumsy and un-coordinated, with learning, and behavioural, emotional and social problems to have a poorly developed CNS as a result of reflexes remaining .switched on'. A series of reflex assessments are used by therapists and specialists to determine the reflexes present. However, as their presence is an indication of neuro-developmental delay, simple physical and behavioral observations can also highlight their active presence.
As thousands of parents across the UK and around the world are finding answers and effective natural treatments for their children's difficulties, more and more schools are becoming aware of this fascinating work. This is largely thanks to Sally Goddard and Peter Blythe and their pioneering research, and training at the Institute of Neuro- Physiological Psychology (INPP) in the UK and Sweden.
The theory and remedial therapeutic techniques of reflex inhibition feature in the design of the EBA programmes ActEi, Activate and Action Kids. These are not specialist therapeutic reflex inhibition programmes but are designed to be applied by the nonspecialist in the context of home, nursery and school supporting both Early Years goals and physical educational requirements, in both small and large group settings.
Action Kids, ActEi and Activate are very different in their approach to inhibit reflexes and improve motor and sensory-motor integration, and the way in which they are delivered is also different.
As educational programmes they also have broader aims and objectives in terms of developing physical skills, expression, co-operation, collaboration and more. We believe that the breadth of options provides you and your schools with the opportunity to select a programme that aims to raise your children's inherent abilities, while reflecting your needs and easily dovetailing into your current practices.