When developmental milestones occur in a healthy way for a child, the foundations for learning can unfold unencumbered and each child is able to bring forth into the world their own unique gifts.
Regardless of a child’s intelligence, any lags or blockages of these developmental milestones can result in poorly controlled movement, speech difficulties, academic challenges, organizational problems and emotional stress.
Many children today show an inconsistent or incomplete movement development pattern, even though they were raised in a supportive environment.
Adjustments in their environment might be one way to help them complete their developmental stages and to practice skilled movements, which align with natural bodily movements.
These exercises in Extra Lesson work and EMP (Early Movement Patterns) support developing spatial orientation, body geography, dominance, and establish a better relationship to gravity and balance for example.
Child development as we know it shows that in the first seven years children develop what can be called ‘body senses’ which give the child the first feelings of self, wellness within the body, and a relationship to the three dimensions of space through practicing movements.
Body geography, spatial orientation, motor coordination for both gross and fine motor skills, dominance and bilateral integration are all capacities and skills that must fully develop in a healthy way to provide an underlying foundation for learning success.
Children who practice these exercises usually become more relaxed, can intensify their level of concentration and breathe better. The capacity for internal organization is increased; thereby an age appropriate response in the academic skills, emotional understanding and sharing of for example the creative arts.
The child seems, through the supported of the Extra Lesson exercises, to unfold and gain new capacities in body, soul and spirit. With this unfolding, from the removal of hindrances, the child takes new steps on its individual unique journey on earth.
What's the process?
1. Conversation
A conversation with the parents about the strengths and challenges of the child.
With permission of the parents further conversations with i.e. GP, therapist, teachers, might take place.
An assessment of the child will most likely be suggested.
2. Assessment
An age appropriate foundational movement assessment.
Based on the conversation with the parents and/or other practitioners, this could also include an individually tailored academic skill level check depending on the child's needs.
The assessment can take anything from 1-3 hours. Depending on the child's age and needs i.e. physical and emotional needs this can be done over two appointments.
3. Results
A written report of the observations will be given to the parents.
Recommendations will be made on how to support the child to develop a new skill set.
Out of these results a lesson plan will be created.
What happens at the assessment?
The assessment is necessary to understand the child’s learning challenges and/or differences. I am specially, but not exclusively, looking at the following different areas.
Senses
For example in the sense of movement I look for how the child moves using the large motor skills i.e. skipping, running etc. Also how the eyes follow an object is a sense of movement observation.
The sense of balance, another one of the lower senses, is also observed. The observations give me insights and with those, connections to what the reflex checks might indicate.
In the balance observations for example the eyes are involved, inner vestibular system is involved and as is the whole body.
I also have chances in the assessment to touch the child's hands and feet, when I also not only give instructions of what to do next but am aware of the tone of the muscles, the ability to form a movement (small motor skills) and the temperature.
Primary and postural reflexes
In observing the early movement developmental patterns through given assessment tasks I can see the stages in which the child hasn't progressed.
Most of the time some or many of the primary and postural reflexes have not yet been integrated by age three and a half approximately.
This can hinder appropriate sensory integration, spatial orientation, proprioception, visual and auditory perception, body geography, behaviour etc.
Dominance
I am observing if the child has a dominant side i.e. hand, foot, ear, eye. Is the child consistently using the right side or left side or is it uncertain/mixed at and after age 7?
The child usually starts to show a consistent use of one side after 5 years of age. Sometimes there can be a mixed use i.e. right hand for cutting with a knife but the child uses the left foot to take steps up on a low chair. This indicates that one of the three midlines-the vertical midline has been established.
Having a single dominant side seems to support a sense of well being, centering and clarity in not only the learning sides of life but also in social interactions.
Coordination and spacial awareness
I am looking at how the child relates and uses the space in a three dimensional sense.
I can observe if the age appropriate stage of the midline crossings have been integrated.
If these midline crossings have not integrated age appropriately the child might have academic challenges.
Memory
In this part of the assessment I am looking for how the child relates to its kinesthetic, auditory and visual memory as well as short term and long term memory.
If the child is unable to recall a picture, a gesture or a word memory forces are challenged.
This could be a challenge for the child's academic and social skills.
Eye tracking
I observe how the eyes work together as the child follows an object moving in different directions.
At times one can observe that the eyes for example skip ahead or don't follow the object at all.
The obvious result of this challenge could be in the realm of the academic skills as in reading, writing and math. But also in the area of awareness of self in space.
After an assessment has taken place I write a report to the parents.
Then I plan an Extra Lesson session uniquely for the individual child. This will include specific exercises, which are designed to support this child, starting where it is at and to take appropriate steps forwards.
The lessons are designed to enhance or re-create the developmental path. They will take place once per week or more as needed. Most realistic is an understanding that 2-6 blocks of 8-10 sessions might be needed for seeing a solid and continues unfolding of the child's new skill sets.
Please remember that a child is actively working on its own change. The time it takes for long lasting change is individual.
I take best possible care to meet the child where it is and support them through using different avenues, and with that finding out how the child learns best.
At what age can my child start?
Extra Lesson is for children from about 7 and upward.
An exception to that age bracket would be if a child is in need of integrating the Early Movement Patterns (EMP) also known as the Integration of the Immature Reflexive Movement Patterns, when I start as young as is necessary.
How long is the assessment?
After an assessment of about 1-2 hours (depending on age) has taken place I write a report to the parents and teachers.
What is the cost of an assessment?
The cost of the assessment (including conversation and written report) depends on the length and possibly specific needs. I usually charge $175.00-$275.00.
You will receive a written report detailing the assessment observations, suggestions and recommendations.
However, this area is always covered in our initial conversation, in which you also can share your financial situation as you see necessary.
What happens after the assessment?
Then I start working on the Extra Lesson plan using specific exercises, which are designed to support this child, starting where it is at and to take appropriate steps forwards.
How many sessions will my child need?
The lessons are designed to enhance or re-create the developmental path and will take place bi-weekly for 6 weeks or once weekly for 12 weeks to unfold the lesson plan.
How long are the sessions?
The sessions are usually 20-90 minutes long, depending on age and initial ability, endurance level.
The length will ultimately build up however if the child is young and we are working on the reflexes then it is very individual.
What is the cost of a session?
The cost of the session depends on the length of the session. I usually charge $55.00-$95.00.
However, this area is always covered in our initial conversation, in which you also can share your financial situation as you see necessary.
The history of Extra Lesson
The Extra Lesson was developed by Audrey McAllen’s observations and work as a teacher of Steiner education in the UK.
Audrey researched Rudolf Steiner's lectures and found that out of her understanding a new way to teach children with learning challenges could be supportive. Over more than 25 years her work has been developed into Extra Lesson recognized trainings and many people are now educated globally to support children with sensory processing issues, academic and/or behaviour challenges.
Would you like to find out more about Extra Lesson? The Asia Pacific Extra Lesson Association has a wealth of information on their website.