Neuro-motor maturity – an indicator of developmental readiness for education
Sally Goddard Blythe
Despite initiatives of successive governments there remains a significant percentage of children whose mastery of basic skills continues to fall below expected levels at the end of primary education with children from poorer backgrounds being at a particular disadvantage. One area that has not received sufficient attention in recent years is developmental and physical 'readiness' for formal education.
One method of observing a child's physical development is through the assessment of primitive reflexes, postural reactions, balance and co-ordination. Primitive reflexes and postural reactions provide useful tools in this respect because there are key stages in development when primitive reflexes should be active, suppressed and transformed into mature postural reactions. Reflex status viewed in the context of a child's chronological age can provide a reflection of maturity in the functioning of the individual child's central nervous system and indications of maturity in the neuro-motor skills needed to support all aspects of cognitive learning.
This essay discusses the findings from the use of a screening test for neuro-motor immaturity in schools in the United Kingdom and the impact of a daily developmental movement programme introduced into schools.
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