Intervention programme: Fine motor development

In the previous lessons, we focussed on posture and gross motor skills as the perfect springboard to launch fine motor skills.

This Neuro Dynamix fine motor intervention programme includes both movement activities with resources and movement activities without resources. The wooden resources support a learner in acquiring advanced motor skills and to grasp abstract concepts with the assistance of concrete learning. Wood is heavier than plastic and so it is easier to stimulate the learner’s proprioception and vestibular function. To the brain, the resources have their own location in relation to the learner. Once a learner senses his body’s current location within his environment and the current location of the resources, the weightiness of the resources makes it easier for the brain to interact with the concepts that the resources represent.

What concepts are we talking about here? The concepts of gravity, laterality, crossing the midline, directionality, sequencing, perception, shape, number, colour and so on that underpin the two concepts we are working towards: writing and reading. Think about it. For young learners, the concept that letter symbols (a,b,c) represent sound, thought and emotions are extremely abstract. We expect learners to leap from speech and concrete play to silently manipulate abstract symbols within a few months and are surprised when they fail.

Writing and reading are about manipulating and interpreting letter symbols to make meaning (comprehend). But, we expect learners to read without first understanding that letter symbols represent speech. And speech in its simplest form represents objects (mommy, daddy, blanky). With the high prevalence of second language learning in our country we often do not stop and ask: Does the learner know what this object is called in the language of learning? Does the learner understand what I am saying? If the answer is NO to either or both those questions, I categorically state that it borders on child abuse to expect a learner to interpret (reading) or to manipulate (writing) the letter symbols of a language that he neither understands nor speaks.

It borders on child abuse to expect a learner to manipulate the letter symbols of a language that he neither understands nor speaks.

The Mind Moves Institute has developed two programmes that focus on this transition:

• from multi-sensory, concrete, whole body learning using oral communication
• to representational and abstract learning using written communication within the context of language development.

Programme 1:

With the Mind Moves Reading READINESS programme the emphasis is on developing learners to learn to write and read. It is aimed at groups of Grade R learners and learners in the Foundation Phase who progressed to Grade 1 without being ready. https://elearning.mindmoves.co.za/readingreadinessprogramme/ (also available as Mind Moves leesGEREEDMAKINGsprogram https://elearning.mindmoves.co.za/leesgereedmakingsprogram/)

Programme 2:

The Neuro Dynamix programme is aimed at any learner who experiences pervasive developmental delays and has progressed to a grade beyond their skills level. This programme is aimed at identifying a learner’s current level of competence and areas in need of support. If the language of learning is the main barrier to learning, then this programme needs to be supplemented with an intense language enrichment programme.

With these two programmes we enable learners to build bridges:

• Within themselves by developing and connecting the senses, brain and muscles to function as a mature nervous system. This enables the learner to respond and adapt to the ever-changing environment and feel CONFIDENT
• Between the learner and their learning environment to speak and understand the spoken language of learning and feel they BELONG
• Within the mind of the learner to transition from spoken language to written language and feel “I can THINK, WRITE and READ”.

For optimal results, the Neuro Dynamix intervention programme has been designed to develop skills from more simple activities to more complex and challenging activities. It takes time to wire the nervous system and to strengthen the neuro pathways sufficiently for them to myelinate in readiness for writing and reading. The fatty coating that forms around the neuro pathways comes about through:

• repetition and
• intense multi-sensory experiences.

It is only when these neuro pathways have myelinated that new skills can develop, and the learner’s behaviour can change with lasting effect. For that reason, it is advised that a parent or teacher follows both the sequence and the spirit in which the programme is offered. FUN and CHALLENGE are two key ingredients to get buy-in from the learner. According to research at the Mind Moves Institute, the moment the learner experiences success after success because the intervention was planned to challenge and not to frustrate, learners become internally motivated self-starters.

Inspiration may come from many places, but motivation – the love of life, daily drive and the will to thrive – that must come from within.

RASHEED OGUNLARO