Our website is intended for a wide audience that is somehow connected with young children. These are doctors of different specialties (pediatricians, neonatologists, neurologists, physical therapy doctors, etc.), special teachers, and defectologists. But first of all, these are parents who want to develop their children harmoniously in the first year of life, and parents whose children suffer from motor disorders.
Your education, age, gender, and initial level of training do not matter for effective rehabilitation with our method.
What is needed is enthusiasm and strict, scrupulous compliance with all recommendations.
We do not encourage you to immediately believe in the high effectiveness of at first glance simple exercises and recommendations. You will have faith in our method and your own strength when you achieve the first results.
Three factors of development
The development of the child's motor sphere is determined by three main factors: heredity, presence of nervous system damaging factors during pregnancy and perinatal period as well as the effect of the environment created around the child after birth.
With healthy heredity and an intact сentral nervous system (CNS), there are different variants of movement development in children. Someone cannot army crawl, someone cannot crawl on all fours, bypassing these stages. The start time of walking varies greatly, and sometimes it is mastered first, and crawling is mastered later. There are children who are «lazy» and active, «tame» and independent. However, in a year - a year and two months, children begin to walk and become surprisingly similar to each other.
So, the process may differ, but the result is the same.
The similarity of the final results is provided by a special, genetically transmitted program for the development of child's movements, which is implemented in the absence of significant damage to the Central nervous system in social conditions. Differences indicate the significance of the third factor: the environmental influence on the child.
What is the environment and what are its components?
- special (therapeutic and developmental procedures);
- everyday routine.
Therapeutic and developmental activities for a healthy child, as practice shows, are used infrequently.
Conclusion: the main role in the variability of development is played by everyday routine.
Let's list the everyday routine components.
- independent activity;
- being held by an adult;
- sitting: on the floor, on a chair, in a stroller, on an adult's lap, on a potty;
- position for feeding;
- position for bathing.
If healthy children develop so variously in the first year of life, being under the influence of routine factors, then children with CNS damage, who have significantly less resistance to pathological influences, are even more susceptible to them!
Let's turn to the official medical data on the child’s motor development in the first year of life.
Evolution of the child at the first year
Age reference skills
Hold the head at the belly position
1 – 2
Hold the head in the vertical position
2 – 3
Can take the toy and put it in the mouth
3,5 – 4,5
Turn on from the back to the belly
5 – 6
Can differ self-non-self
5 – 6
Can turn on from the belly to the back
6 – 7
Can sit (set by the adult) with no help
7 – 8
Can crawl upon stomach
7 – 8
Can get on all fours
7 – 8
Can get sit from the supine position
8 – 9
Can crawl on all fours
9 – 10
Can understand personal speech
8 – 10
Keep sitting (set by the adult) with no help
7 – 8
Can stand with the support
8 – 11
Can say “mom”, “dad”
10 – 12
Table 1 (source: open source)
Key elements of table 1:
- turn from back to belly at 5-6 months;
- turn from belly to back at 6-7 months;
- sitting without support at 7-8 months;
- army crawling at 7-8 months;
- standing up on all fours at 7-8 months;
- crawling on all fours at 9-10 months;
- start walking at 10-12 months.
- Plural chaotic limbs movements, pressed to the body with hypersthenia flexors
- Grip one hand with another one
- Briefly raise up the head, laying on the belly
2 – 2,5 months
- Can hold the head in a vertical position
- Put the head up, laying on the belly
3 – 3,5 months
- Laing on the belly position can raise up the body, rest on the forearm
- Can stand with the underarm support
- Direct the arm to the object
- Turn on from the back to the side
- Can sit with the arms support
- Can raise up the body, laying on the belly position, rest on the palms
- Look at his hands
- Look at and grab the hanging up to him toy
5 – 5,5 months
- Turn on from the back to the belly
- Can raise up the body, laying on the belly position, rest on the straighten arms
- Can sit with one arm support
- Can stand with the arms support
- Can shift with the underarm support
- Try to crawl
- Directionally grab the toy from adults hands
6 – 6,5 months
- Can sit with no support
- Can turn on from the belly to the back individually
- Move by shifting his arms
- Can take the toy in any position and keep being busy with it for a long time
7 – 7,5 months
- Can get on all fours
- Can sit down
- Can stand on his knees, using the rest
- Wave the toy, tap with it, shift from side to side
8 – 8,5 months
- Can sit up from the laying position and keep sitting with no rest
- Can shift from one leg to another one with the arms support
- Can lay down from the sitting position
- Can stand up to the legs, using the stable rest (barrier)
- Can continuously and variously be busy with the toys
- Can manipulate with two or three objects at a time
- Can copy adults actions with the toys ( push, tap, shake)
- Keep the balance while sitting and manipulating with the objects
- Can stand with one hand support
- Can shift, holding the stable rest with two hands or being support with the hands
- Can go up and down the steps on all fours
- Manipulating with the objects building on its qualities: roll, open, ring out
- Pick up the small objects with two fingers
- Can stand by himself
- Can shift holding the unstable rest (push car) with two hands
- Can go, holding with one hand
- Do the copy actions with his hands - «patty-cake», «buy-buy»
- Put his fingers in the hole under his eye-control
11 – 12 months
- Confidently standing with no rest
- Do knee bends
- Can make some steps with no rest
12 – 13 months
- Can walk by himself
- Can sit down and stand up
Table 2 (source: open source)
Key elements of table 2:
- up to 3 months only the abdominal position progresses;
- at 3 months, the child must be able to stand at support (!);
- at 4 months, the child should be able to sit at support (!);
- in 5-5, 5 months, the child learns how to turn from back to front and steps over (in fact, walks!) with the support;
- at 6 months, the mastering of army crawling («child moves by moving hands»);
- at 7 months – standing up on all fours;
- at 8 months – crawling on all fours;
- at 1 year old – walking.
Table 3 (source: the website of CRI)
Key components of table 3:
- army crawling does not appear as one of the important skills;
- up to 9 months old, the child can only turn over, stand on all fours and sit down, but can not shift;
- only from the age of 9 months does the skill of shifting on all fours appear, and only from a year to a year and four months does walking develop.
What do these tables have in common?
before 6-8 months
The child should not be able to move independently
In 7 months
the child has to stand on all fours
In 8-9 months
the child has to crawl on all fours
- The child should not be able to move independently before 6-8 months.
- In 7 months, the child has to stand on all fours.
- In 8-9 months, the child has to crawl on all fours.
Questions that the tables do not provide a single answer to:
- Is it possible or necessary to make children sit, stand, and lead them at 3-6 months? In reality, this question is more often answered positively.
- Is there any consistency in learning skills, or can they be stimulated all at once? In reality, everything is stimulated simultaneously: from holding the head to walking.
- How to interpret the movements and positions that do not fit into the table frame? For example: moving by rolling from back to front and from front to back; sitting only in a W-shaped position; standing at support on legs, etc.? There is no answer to these questions.
- Most of the so-called «motor skills» in the tables are static positions, so these «motor skills» are not considered as skills, let alone motor skills.
- Key motor skills, such as turning from the back to belly, are put on the same level of importance as inarticulate: sitting with support by the hand. Actions of incomparable importance are equalized.
- A large number of children army crawl already at 4.5-5 months, learning this skill before the turns from front to belly and before the ability to sit. The idea of the natural sequence of skills development is violated.
- Linking skills to age form a tabular matching policy when they are stimulated, without focusing on the sequence of occurrence.
- There is no common understanding of child's normal development (of key skills and the sequence of their occurrence). In the table headers, it is very prudent not to use words about exemplary, reference, or ideal development. In fact, only its (development) variants are offered.
- The saddest thing is that a significant number of children who were diagnosed with cerebral palsy at 1 year old, corresponded to the proposed table standards up to 6-8 months, and their parents were unaware of the impending problems.
What are the outcomes?
The life of a child is not considered as a factor affecting the development of the child at all.
Vague and incomplete is the idea of the healthy child’s development (not to say about premature babies, children with perinatal CNS damage?!).
Developing methods help some people, do not help others, they can not be called effective and universal, because any method of developing motor activity should be based on knowledge of natural development algorithms. And it turns out there is no knowledge?
Many will say: this can't be! Children are treated and cured?!
In fact, children in modern conditions can only count on one assistant, powerful and reliable, but still not omnipotent – neuroplasticity (the ability of the brain to self-repair after lesions). It cures in most situations. But it needs an ideal working environment, which consists of stimulating skills based on a natural algorithm of development in the appropriate living conditions.
The ideal development algorithm (IDA)
The ideal development algorithm (IDA) is a chain of key motor skills, that is, certain movements worked out until automatism. Each of them is a consequence of the development of the previous one.
Is there an algorithm for the ideal development of the child's movements?
How can I contribute to its implementation? How can I help a healthy child develop harmoniously instead of interfering with them?
Can this algorithm be used in evaluating the motor development of children with CNS lesions?
Is it possible to use this algorithm in the treatment of a child with CNS damage?
How to provide an algorithm for the ideal motor development of a premature child and a child with CNS damage?
Now I will answer the above-mentioned questions:
- the ideal development algorithm (IDA) exists.
- Calamus can and should be used in assessing the development of ANY child. Moreover, it is a guiding thread in the correction and treatment of children with CNS lesions, including cerebral palsy.
- A child's life is the main component of habilitation (skill development).
- living conditions can be so harmful that they will be the main factors in the formation of cerebral palsy.
- living conditions can be so useful that they will not allow the formation of cerebral palsy in a child with a primary severe CNS lesion (it is important to know that cerebral palsy is not congenital, it is formed in the first 6-8 months of life).
- effective tools exist to correct any deviation from the IDA.
The proposed method has been developed for 20 years. Nihilism in the profession and a deliberate departure from the influence of official medicine allowed us to develop, ignoring dogmas and axioms. Practical achievements were formed into scientific conclusions and theories, and not vice versa, as often happens. Now you have a way to help your child independently and effectively.