, WHAT IS OUR EXERCISING EAGLES LAB???????
The goal of a Sensory Motor Lab is to help children develop the skills necessary for learning readiness and mastery of the environment. Many of these skills are motor based. Handwriting, sitting still, paying attention, speaking, and behavior are all performances based on a child’s ability to maneuver and function in his/her environment. The more aware he/she is of his/her environment and the more he/she learns about the sensations of his/her own movement, the better he/she can control himself/herself and accomplish tasks. This program can be used as a base for the skill building of Physical Education (in preschools or Kindergarten readiness), as well as building a structure for the acquisition of academic skills in older students who show weaknesses in motor skill.
Kids can be grouped into three “personalities”:
Bouncers: Constant movers that seems to think best when running circles around you. They love moving but sitting at a desk is torture for them.
Noodles: Can’t seem to hold themselves up in a chair and wrap their legs around the chair or slide down like a noodle to use the furniture to hold themselves up
Shirt Chewers: These are the kids who have holes in their shirt, have chewed sleeves, or perhaps their pencils/pens.
“Why do kids do all these things we ask them not to do?” “How come they can’t just sit up straight?” “Why do they hold their pencil like that?” Parents and teachers alike ask these questions. The simple answer is, “they are all displaying different stages of physiological and neurological development ”. The foundation for these skills is based on reflexive development. Just as naturally as children learn these activities, they will learn how to refine other activities by seeing, hearing, feeling and moving. The current brain research can help us understand how these patterns are processed, understood, retained and used. There is, therefore, value in recognizing the developmental steps a child goes through. Attention to early development can be a first step in the prevention of school failure.
The goal of a Sensory Motor Lab is to help children develop the skills necessary for learning readiness and mastery of the environment. Many of these skills are motor based. Handwriting, sitting still, paying attention, speaking, and behavior are all performances based on a child’s ability to maneuver and function in his/her environment. The more aware he/she is of his/her environment and the more he/she learns about the sensations of his/her own movement, the better he/she can control himself/herself and accomplish tasks. This program can be used as a base for the skill building of Physical Education (in preschools or Kindergarten readiness), as well as building a structure for the acquisition of academic skills in older students who show weaknesses in motor skill.
Kids can be grouped into three “personalities”:
Bouncers: Constant movers that seems to think best when running circles around you. They love moving but sitting at a desk is torture for them.
Noodles: Can’t seem to hold themselves up in a chair and wrap their legs around the chair or slide down like a noodle to use the furniture to hold themselves up
Shirt Chewers: These are the kids who have holes in their shirt, have chewed sleeves, or perhaps their pencils/pens.
“Why do kids do all these things we ask them not to do?” “How come they can’t just sit up straight?” “Why do they hold their pencil like that?” Parents and teachers alike ask these questions. The simple answer is, “they are all displaying different stages of physiological and neurological development ”. The foundation for these skills is based on reflexive development. Just as naturally as children learn these activities, they will learn how to refine other activities by seeing, hearing, feeling and moving. The current brain research can help us understand how these patterns are processed, understood, retained and used. There is, therefore, value in recognizing the developmental steps a child goes through. Attention to early development can be a first step in the prevention of school failure.