Striving for optimal learning readiness

Dr Jane Williams, Dr Tessa Grigg and Bindy Cummings

Children who have the essential neurological foundations for optimal development in place find learning easy and a joy. However, sometimes there are some ‘little developmental hiccups’ that usually do not warrant medical intervention or a complete developmental assessment but may cause behaviour or learning challenges once a child heads off to school.

Everyone expects their children to learn once they get to school. Yet many children enter school without the solid foundation of skills required for learning, which makes learning a real struggle. Therefore, any developmental hiccups must be identified before school age and appropriate preventative care implemented. Acting when children are young rather than waiting until later is easier and more cost-effective.

While there may not be cause for medical concern, identifying small developmental hiccups can make the difference between a child just coping or really enjoying academic, sporting and social success. So, rather than wait and hope a child will grow out of it, it’s important to recognise the small issues and understand that they may have an impact on later learning. There are things that can be done to correct them before a child reaches school age.  It is more than likely that children with some of these issues are clever… it’s just that these developmental hiccups may impact the ease of their learning journey.

What causes these small developmental hiccups?

Developmental hiccups (neurological immaturities) can arise from numerous causes, and certain experiences increase a child’s risk. Most of these causes are out of parents’ control, and even though parents do the very best for their children, learning challenges still arise. For example, a premature birth or a long, difficult birth that causes the baby some form of distress; exposure to extremely high levels of stress; lack of early sensory-motor opportunities; chronic illnesses; poor diet due to a fussy eater, undiagnosed food intolerances; exposure to high levels of chemicals or heavy metals, amongst other things, and sometimes, there is no known explanation.

The good news is that GymbaROO-KindyROO centres are staffed by qualified personnel who are aware of these neurological immaturities and can offer appropriate corrective activities or advise on appropriate professional help.

What to look for?

In the past, it was rare for anyone to pay attention to learning challenges before a child reached school and began to struggle, but today, we know more. We know what to look for, and we know what to do.

Babies

• ‘Fidgety’ (or general) movements (between six and twelve weeks) are weaker or stronger than expected. This may reflect muscle tone that is lower or higher than expected
• Head lifting and pushing up on arms are delayed
• Does not like tummy time. Free GymbaROO tummy time video and tips here.
• Bottom shuffles, bear walks, rolls everywhere, does not crawl or creep, or crawls/creeps in a way other than cross-pattern, (right arm moves with left leg and vice versa).  More here.
• Always unhappy
• Has difficulty feeding
• Has recurring ear infections
• Not babbling

12 months to 2½ years

• Cries frequently, unsettled
• Slow to gain good balance, slow to walk, and not running by 18 months
• Does not have a strong grasp – can’t hold body weight by hands on the trapeze or when tick-tocking holding onto a parent
• Dislikes spinning
• Hyperactive
• Sensory timidity – dislikes massage, noise, bright lights, lumpy foods etc.
• Poor balance, muscle tone and coordination
• Can’t jump with both feet off the ground by 2 ¼years old
• Behaviour atypical – tantrums at this age are typical, but not all the time!

 

2½  to 3½  years

• Unable to ride a tricycle by three years of age
• Unable to cross over the midline of body in exercises
• Standing on one foot is impossible
• Slow speech – hard to understand
• Has difficulty following instructions
• Poor muscle tone and coordination
• Difficulty moving own limbs with rhythm
• Slower than their peers
• Still clinging to parent for safety

 

3½ years to 4½ years

• Motor skills delay – not cross-patterned in movement, can’t skip along, kick a stationary ball
• Drawing immature – not yet representational
• No preferred hand or preferred side
• Cannot do cross-pattern progression across the overhead (brachiation)
• Unable to cross body midline physically or visually without difficulty
• Poor finger awareness – by this age, a child should know the pointer, thumb and usually ‘pinky’!

4½ years to 5½ years

• Developmental delay in movement skills and concentration
• Hyperactivity – unsettled behaviour
• Changes hands at the midline
• Does not know left or right side
• Cannot gallop or skip
• Does not draw a person with head, body, limbs and facial features
• Visual tracking issues and other visual problems
• Hearing/speech difficulties
• Read more: School readiness: Is my child ready for school? A checklist

 

If you have concerns about any of the above, please ask your GymbaROO-KindyROO teacher and/or your local health professional for advice. Your concerns should be taken seriously. If you are ‘brushed off’ and told you are being ‘over-concerned’, consider seeking a second opinion. You are your child’s most important advocate, as you spend more time with your child than anyone else. If you have a concern, it is legitimate and important.

At GymbaROO-KindyROO, we have a raft of activity ideas that you can put in place at home to ensure your child’s development progresses smoothly.  The sooner attention is drawn to your concerns, the earlier something can be done about it. This is important, as the brains of very young children respond very quickly to intervention. The older a child gets, the longer it takes for change to occur.

So, don’t worry if your child is displaying some of the above issues. There are solutions to all of them. We may also advise contact with key health professionals if we believe the child will benefit from their services.  At GymbaROO-KindyROO, the most important part of our job is to help your children become successful and happy learners at school.

 

Dr Jane Williams (PhD, BMgt, RN(Paeds))  Dr Williams is one of Australia’s leading experts on baby and child development. 

Dr Tessa Grigg (PhD, Dip Tch ECE and Primary) is the Research and Education Manager for GymbaROO-KindyROO. She has a wide range of experience teaching young children and adult students.

 Bindy Cummings is a teacher, GymbaROO early childhood neurodevelopmental consultant and a long-time member of the GymbaROO-KindyROO Research and Education Team

1. Pretchl, H.F.R. (2001). General movement assessment as a method of developmental neurology: new paradigms and their consequences. Developmental Medicine & Child Neurology, 43 (12), 836-842.