Carla Pahl - Director Just Juniors Ltd.
Over the past twenty years I have operated baby, toddler and pre school parent child classes in Hong Kong.
During this time I have assessed many children, and supported parents with cognitive, sensory behaviour programs to allow their children to flourish in the classroom.
Many children begin kindergarten bright and happy and eager to learn. Quite often by age 6 or 7, primary teachers note obstacles that they will alert parents to. It is not unusual to see many children in many schools having in house therapy programs both physical in the form of occupational therapy for hand writing or other fine motor ability concerns, literacy tutoring for reading or spelling delay and speech and language support. Often these children begin to show signs of impulsive behaviour in the classroom and playground, wiggling in the seat, can't sit still, feeling like teachers and other students are "picking" on them and generally begin to experience the begining of disinterest in learning or self esteem confidence issues.
There are many, many reasons for inability to settle, be happy and thrive in a classroom environment, and the following points may present individually or in groups:
Hemispheric cross lateral concerns
Vision and or Sight
Hearing and or Vestibular
Emotional and or behaviour
Pattern and sequencing inconsistencies
"Movement and efficiency of muscle tone are pre-requisite for all knowldge and intellectual performance"
– Dr Gerry Getman
All children should follow a predictable sequence of development. Nature is superb, however there can be times when a small but important element of sequence may be missed or skipped. This can lead to learning difficulties, a disadvantaged cognitive state for literacy scaffolding and ongoing behavoural or self esteem issues.
Birth to Three is crucial for sensory and cognitive development, after three I consider it remedial. I see many children that need to have their cognitive and sensory system re-aligned to allow automatic mastery of their physical bodies. Without strong cognitve development scaffolding, the task of learning will always place a child in a disadvantaged positon in a classroom or learning environment. No amount of tutoring, hand development therapy or weekly balance games will support a child with the required aquisition. The end result being a child that dislikes school, has self esteem issues, which can manifest in anti-social playground or classrrom situations or a child that is timid, lacking confidence and self worth.
"Children who have problems with sensory motor integration in conjuciton with a leaning difficulty do not get maximum benefit from remedial or normal teaching methods unless they have activites to develop sensory motor integration"
– Jean Ayers
Are you concerned about your childs development? Has a teacher discussed possible issues, or if your child has been assessed and as a parent you feel there is more you need to be doing, or you are not seeing any improvement?
Please contact me for a no obligation phone or in person consultation.
My programs are individual for your child, as there is no cookie cutter solution that fits every childs needs. Every child has their own unique set of circumstances, some barely noticable and others of great hindrance. These all need to be fully adressed and explained to parents for results.
Time is of the essence and waiting and watching and hoping things will improve will often put pressure on a family and child that is obstructive to progress rather than supportive.
Phone conversation or private consultation to find out about your personal situation and obstacles your child may be experiencing. This consult is free of charge and is to assess and give you information on how I can best assist your family.
Full assesment of your child (normally about one hour) you are present with your child during the assessment and there will be a full questionaire for you to fill in to assist me with your child's development history.
Consultation with parents to discuss the assesment findings and cognitive home program to be implemented.
Weekly follow up skype calls and check ins over a 12 week period.
Follow up assesment of child and adjustment made to in house program as required.