Education Kinesis

Education Kinesis

Is your child having problems at school?
Do you have that gut feeling that not everything is quite right?
Is he / she falling behind others in their rate of early development?
Does your child feel frustrated working and playing at school and home?
Does she / he have problems with their movement, social interaction or play skills?
I know he isn’t doing well, I just don’t know why!

At Education Kinesis we may be able to help you to see if there is the possibility of any neurological immaturity or Neuro-Developmental Delay (NDD) which may be hindering your child’s neurological development, and so academic and movement progress and achievement.

Children may have unbeknown neurological immaturity or dysfunction which can cause frustration, poor behaviour, erratic performance, or emotional outbursts.

These unidentified difficulties may be an outward sign of immaturity within the central nervous system (CNS) or Neuro-Developmental Delay which children have to tolerate – or have tolerated – during their time in school.

The concept of Neuro-Developmental Delay describes the way in which an omission or arrest of a stage of early development can cause difficulties with subsequent motor control, eye functioning, eye-hand coordination and perceptual skills.

These invisible disabilities which are unrecognised, often result in a lack of enjoyment and academic under-achievement which may at some point cause a disengagement with the learning process, the child losing faith in themselves, or coming to accept the judgements others have made about them and their potential.

These are often children who do not have a ‘diagnosis’ of dyspraxia, dyslexia, dyscalculia, specific learning difficulties, ADHD or any other condition; to all outward appearances are ‘normal’, but are immature in other aspects of their development and are simply unhappy, unmotivated and under-achieving.

The behaviours and achievements of these children are dependent on the underlying and invisible atypical activity taking place in their bodies and nervous systems. Their condition is rarely taken into account because it is not widely understood or acknowledged.

Many problems with learning often go unrecognised as bright children learn strategies to adapt and cope (compensation) while markedly underachieving.

Also children with specific learning or coordination difficulties grow up and although many learn useful compensatory mechanisms the underlying cause, which is not self righting, remains. The price paid for performance is usually frustration and a susceptibility to stress.

It is common for symptoms to first appear during times of significant change, like family situations, moving to a new school or college. This brings to the surface difficulties that have been previously concealed by the process of compensation. When these problems are identified and treated at a neurological and physical level, children usually start to succeed.

There is a growing body of evidence suggesting balance control, motor skills and integration of early reflexes are linked to academic achievement. (See the schools programme.)

What role does physical movement play in the expression of specific learning difficulties?

  • Dyslexia: problems arising from a child’s trouble directing and sequencing movement.
  • Dyspraxia: difficulties with the visualisation, imitation and organisation of motor input.
  • Attention deficit hyperactive disorder (ADHD): difficulty with the inhibition of movement.
  • Autistic spectrum disorder: lack of perceptual coherence, resulting in part from poor sensory motor integration. (S. Goddard Blythe 2005)

All learning is connected in some way to the control of movement. Reading for example depends on the development of stable eye movements. Writing involves coordination between the hands and the eyes, and copying requires repeated adjustment of the head position and focused distance.” (Sally Goddard Blythe, Director INPP International)

Children with specific learning difficulties.
Children with Specific Learning Difficulty (SLD) frequently do not develop specific circuits within the brain as part of normal childhood development.

This is sometimes due to an extreme lack of specific movements at vital stages of development, caused by physical disability or gross deprivation. More usually it is to do with inherent problems within the brain growth pattern.

By using a specifically constructed programme of exercises, individually tailored for each child, the brain is given a second chance to wire itself in a more useful pattern.

Failure of the development of normal circuits within the brain is called Neuro-Developmental Delay (NDD). Teachers, and many medical practitioners, may describe such difficulties as ADD/ADHD, Dyslexia, Dyspraxia, depending upon the primary difficulty experienced, or Pervasive Developmental Disorder (PDD) if the difficulties are wide spread.

Children (and adults) with specific learning difficulties may exhibit a wide range of symptoms which may include clumsiness and poor gross muscle coordination, fine muscle coordination, lack of concentration and often extreme excitability, problems with bi-lateral integration, aberrant motor patterns of development, visual perceptual problems and hand-eye coordination (visual motor integration difficulty).
The results of such symptoms emerge in the classroom as difficulties with reading, writing, spelling, sequencing, P.E. and memory recall.
It may also cause difficulties in learning to swim, ride a bike, tell the time, tie shoelaces, catching a ball and relate effectively with other children of similar age.

If you would like to find out if we may be able to help you or someone in your care, please complete our questionnaire; send an email to or call 0114 2451502.

The under 4’s
With the under 4’s as part of a programme of normal development and by knowing the types of movements that promote nerve cell growth Education Kinesis can teach parents and carers to potentiate child development.

Babies are born with one hundred billions brain cells; many more than survive to adult life. At birth, many of these cells, especially in the higher brain, are not connected into pathways or circuits. The connections are made by “using” each individual nerve cell, as with other tissues the cell fibres grow through stimulation.

At about two years of age many of these nerve cells die through lack of use, or involvement into useful circuits or pathways. The greater the constructive stimulation the greater the number of cells will form useful circuits.

Babies who lack a stimulating environment will lose more nerve cells than those born into a stimulating environment; therefore, by using simple movement techniques and proprioceptive activities early enough this can be redressed.