Written by Stephanie Lord-Darby and Dr. Tessa Grigg
It’s something many of us hear from family and friends: stories about development intervention requests for their little ones aged 4, 5, and 6. It’s genuinely heartbreaking to see a parent in tears after a parent-teacher interview, especially when they hear, “We believe your child could benefit from intervention… because they’re not at the level.”
But here’s a comforting thought—intervention is a fantastic resource, and every child can thrive with direct and explicit learning! But as our GymbaROO founder, Margaret Sassé, wisely reflected, “If only we’d known…”(1990)
The importance of the inhibition of primitive reflexes for learning.
Did you know that all our learning journeys kick off with the primitive reflexes? Initially, babies need these reflexes to survive and then to begin those adorable jerky movements they make. Once they are used, the primitive reflexes are inhibited, and the brain takes over. According to Infante-Cañete et al. (2023), our sensory-motor cortex, which plays a key role in our motor skills (think movement!), starts developing in the second and third months of life after the initial primitive reflex stage. It’s a fascinating process: to nurture the sensory-motor cortex, the brain needs plenty of stimuli. As our brains receive these stimuli and our postural reflexes (with us for life) start to develop, and the inhibition of the primitive reflexes happens (Infante-Cañete et al. 2023). Essentially, if a newborn skips a movement stage that stimulates the sensory-motor cortex, they might risk hanging onto those primitive reflexes.
So, why is this important?
Many studies have linked the continued retention of primitive reflexes to challenges that school-aged students face with reading, writing, and maths. The key takeaway is that primitive reflexes should be activated, used, gradually integrated and finally evolve, allowing for self-control of the body’s movements (Wang et al. 2005). Maturing beyond these primitive reflexes is a significant milestone in development for learning!
As our little ones grow and their physical abilities mature, they are better prepared for the school journey ahead. Blythe (2012) highlights the connection between neuromotor maturity and educational success, pointing out how essential motor skills are for core learning:
- Body control: Sitting still and comfortably
- Muscle control: Focusing without being distracted by unnecessary stimuli
- Fine motor ability: Holding and manipulating writing tools with ease
- Eye control: Being ready to read
This is just a sneak peek into the motor development needed for children to thrive in their school environment. You can see the pattern emerging, right? A child with limited body control might be labelled as distracted or disruptive, while someone who reacts to surrounding stimuli could struggle to concentrate during conversations with their teacher.
Understanding these stages and milestones can help us support our children on their developmental journeys, ensuring they acquire the essential motor skills needed to excel in school and beyond. At GymbaROO, we understand this process, and our program is designed to meet the developing needs of children at each stage. We include specific movements that help children integrate their reflexes. So, when you roll your ‘Penguin’ child down your legs or rock your ‘Kangaroo’ child from side to side, you are helping them ensure that the integration process is progressing as it should. Every movement activity has a developmental purpose, and many of them aim to support reflex integration.
Movement really is the key to learning!
Stephanie Lord-Darby (MRes, B.Ed.) is an experienced researcher, teacher and the Program Specialist at GymbaROO-KindyROO.
Dr Tessa Grigg (PhD, Dip Tch Primary and ECE) is an experienced teacher and the Research and Education Manager at GymbaROO-KindyROO.
References:
Blythe, S. G. (2012). Assessing Neuromotor Readiness for Learning. John Wiley & Sons.
Infante-Cañete, L. Aguilar-Guerrero, B., & Agustín Wallace-Ruiz. (2023). Effect of a psychoeducational intervention on motor and perceptual-visual development through the inhibition of primitive reflexes in schoolchildren aged 4 to 7 years old. Revista de Pscicodidãctica, 28(2), 182-189. https://doi.org/10.1016/j.psicoe.2023.05.003
Sassé, M. (1990). If only we’d known. Toddler Kindy GymbaROO.