Sensory Integration Concepts
Principles and Concepts
Jean Blaydes Madigan Neurokinesiologist/ M.Ed writes in Action Based Learning, “Movement builds the framework for learning. A student’s physical movement, emotional, social and cognitive learning systems are interactive and interdependent. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.” For example, motor development provides the framework used to sequence the patterns needed for academic concepts like reading. The body’s vestibular system interacts with the cerebellum to control balance, coordination and sequence of movements, and spatial awareness. Madigan states, “What makes us move is also what makes us think.”
Research consistently shows that this process applies in the development of all motor skills. Typically, however, training isolates on specific muscles and energy systems rather than the integration of the mechanics of the movement patterns of the activity. This activity focuses on the sensory integration of balance and movement as it applies to learning, special populations, and athletics.
Carla Hannaford states that, “experiences and sensations are learning. Sensations form the base understanding from which concepts and thinking develop. Sensory enriched environments are imperative environments for learning.” Enrichment is the term employed to describe environments that include a combination of complex inanimate and social stimulation. In the New York Longitudinal study, 133 subjects were followed from infancy to adulthood. It was discovered that competency in adulthood stemmed from three major factors in the early learning environment: 1) rich sensory environments, both outdoors and indoors, 2) freedom to explore the environment with few restrictions, and 3) available parents that acted as consultants when the child asked questions. Paul Nussbaum adds, in his book Brain Health and Wellness, “the description and promotion of a lifestyle for brain health is based on three guiding principles: 1) environment is critical to a developing central nervous system; 2) any environment has some positive and, or negative value upon the developing central nervous system, and 3) the human nervous system has plasticity and therefore continues to develop and be affected by environment across the lifespan.” Nonetheless, these authors suggest that physical exercise alone might be the critical factor for neural changes within an enriched environment because all measures affected by such environments have not been dissociated from exercise.
Hannaford adds, “Learning comes first through our senses. As we explore and experience our material world, initial sensory patterns are laid down on elaborate nerve networks. These initial sensory patterns become the core of our free-form information system that is updated and becomes more elegant with each new novel experience. These initial sensory patterns become our reference points and give us the context for all learning, thought, and creativity.”
Jon Kolb
ATP Founder
Jean Blaydes Madigan Neurokinesiologist/ M.Ed writes in Action Based Learning, “Movement builds the framework for learning. A student’s physical movement, emotional, social and cognitive learning systems are interactive and interdependent. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.” For example, motor development provides the framework used to sequence the patterns needed for academic concepts like reading. The body’s vestibular system interacts with the cerebellum to control balance, coordination and sequence of movements, and spatial awareness. Madigan states, “What makes us move is also what makes us think.”
Research consistently shows that this process applies in the development of all motor skills. Typically, however, training isolates on specific muscles and energy systems rather than the integration of the mechanics of the movement patterns of the activity. This activity focuses on the sensory integration of balance and movement as it applies to learning, special populations, and athletics.
Carla Hannaford states that, “experiences and sensations are learning. Sensations form the base understanding from which concepts and thinking develop. Sensory enriched environments are imperative environments for learning.” Enrichment is the term employed to describe environments that include a combination of complex inanimate and social stimulation. In the New York Longitudinal study, 133 subjects were followed from infancy to adulthood. It was discovered that competency in adulthood stemmed from three major factors in the early learning environment: 1) rich sensory environments, both outdoors and indoors, 2) freedom to explore the environment with few restrictions, and 3) available parents that acted as consultants when the child asked questions. Paul Nussbaum adds, in his book Brain Health and Wellness, “the description and promotion of a lifestyle for brain health is based on three guiding principles: 1) environment is critical to a developing central nervous system; 2) any environment has some positive and, or negative value upon the developing central nervous system, and 3) the human nervous system has plasticity and therefore continues to develop and be affected by environment across the lifespan.” Nonetheless, these authors suggest that physical exercise alone might be the critical factor for neural changes within an enriched environment because all measures affected by such environments have not been dissociated from exercise.
Hannaford adds, “Learning comes first through our senses. As we explore and experience our material world, initial sensory patterns are laid down on elaborate nerve networks. These initial sensory patterns become the core of our free-form information system that is updated and becomes more elegant with each new novel experience. These initial sensory patterns become our reference points and give us the context for all learning, thought, and creativity.”
Jon Kolb
ATP Founder