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self touch to understand forces, self touch to know where body starts and ends and find body parts, touch to support bond, I lead story massage to link stokes, patterns with visuals, use touch barriers such as balls, brushes, sponges to support contact in a non skin to skin, touch to support understanding forces.

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self touch to understand forces, self touch to know where body starts and ends and find body parts, touch to support bond, I lead story massage to link stokes, patterns with visuals, use touch barriers such as balls, brushes, sponges to support contact in a non skin to skin, touch to support understanding forces.

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touch to work with mark making, drawing on backs with finger, rollers

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I'm just answering the questions in the final column here (as best I can!) as I don't seem to be able to add anything there.

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I'm just answering the questions in the final column here (as best I can!) as I don't seem to be able to add anything there.

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1.  The majority of my work in re-patterning is with children with acquired brain injury, I have worked with children with autism but if hospitalised they tend to be at the very severe end of the spectrum.  Generally patterns of flexion, bonding to earth, softness are less present, so they might be things I work with.  There may be others that are better placed to answer working in the community?
I also wanted to share a link to a resource for a european project  was involved in several years ago-specifically looking at disability and BMC. http://artman.hu/wp-content/uploads/2015/11/SPARKS_booklet_new.pdf
2. Generally I work in a very improvised and child-led way.  So I would have a range and let the child choose, see what they are interested in.  I appreciate that is more difficult in a group context, but I would still try to offer choice if possible-the thing that the child is interested in reaching for, soft balls that can be rolled and followed, rolled on, to support a child who may not want to be prone.
3.  This is really individual.  Generally if a child completes a pattern themselves then that pattern is then mapped neurologically.  How long it takes for the child to do that-really varies.  Missing prone positions, spinal homologous, homolateral for example can affect the spine and back problems can occur.
Patterns like homologous are related to sound and speech.
4.  This is a tricky one and one that I don't really have experience of-but off the top of my head I would generally start where an individual or group is at, so I might do something that encourages them to express that energy and by dong that increase the heart rate and breathing.  Then I would ask them to become still and feel their heart beating, notice their breath and track it as it slows down, inviting them to the floor in the process and putting out some nice soft blankets to snuggle into.

Hope that helps!  Lovely to see you all today. Lisa :)

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Im interested in games/ideas that support 

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Im interested in games/ideas that support 

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creating a more inclusive environment for parents and children of all abilities

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Using props and material to guide movement patterns

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Understanding how to work with mothers and babies more deeply and impactfully

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Understanding how to work with mothers and babies more deeply and impactfully

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Are the specific patterns that you see regularly missed in certain conditions eg autism?

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using different textures against exposed skin

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using different textures against exposed skin

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In family groups, inviting the parents/adults to go back into these patterns. Way into play and exploration.

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Better utilise parents/carers in the space on zoom 

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Better utilise parents/carers in the space on zoom 

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by sharing some ideas with parents/ carers 

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by sharing some ideas with parents/ carers 

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Rhythmic tapping to calm the nervous system 

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Rhythmic tapping to calm the nervous system 

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Group work I may even apply to Tots sessions rather than just SEN work

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Would you recommend any particular props with the later stages?

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Allows everyone in the room to be as one, can do the same patterns whether laying, sitting, standing

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One to one bedside work will be great with my own hospice/hospital work. I often start movement from the extremities as I find smaller footwork and hand patterns quite accessible however I found the comment on functional touch vs. being with touch very interesting. My own approach with extremities movement really uses functional touch rather than being with touch which may encourage children's own movement

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Self practice - improving improvisation and knowledge - able to better communicate about the work we do already

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Some of us are already using them in work with children in hospice, hospital, nursery and community eys settings

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SEND 4 - 16yrs - already links with animal themed classes currently in practice - can take that further - backs up what we're already doing

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being able to name and visualise the creatures will be helpful for staff and children

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being able to name and visualise the creatures will be helpful for staff and children

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I have used touch with babies and young children who have had disruptions to their development.  Since COVID has changed how we evaluate and meet touch, I have begun to try to find ways of framing and considering touch between parents/carers and young people, and different ways of placing their hands on their own bodies.  We have also used visualisations a lot more which has stretched us creat

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I have used touch with babies and young children who have had disruptions to their development.  Since COVID has changed how we evaluate and meet touch, I have begun to try to find ways of framing and considering touch between parents/carers and young people, and different ways of placing their hands on their own bodies.  We have also used visualisations a lot more which has stretched us creat

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Touch is a powerful way to communicate - I have missed it so much!

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Adding weight and value to what I currently offer - the 'why' behind the movement and dance that is happening.

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Adding weight and value to what I currently offer - the 'why' behind the movement and dance that is happening.

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It's so lovely that in settings touch isn't taboo - in the past year it's felt so touch adverse - but in settings it's been edifying to be able to touch and move

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It's so lovely that in settings touch isn't taboo - in the past year it's felt so touch adverse - but in settings it's been edifying to be able to touch and move

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Using developmental movement within the storyline creatively.

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How can I encourage EY practitioners to do this work themselves - their own body awareness is so important...

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How can I encourage EY practitioners to do this work themselves - their own body awareness is so important...

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How often/long might it take to revisit a missed stage? What sorts of things do missed stages lead to later in life?

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Early Years Groups - sharing knowledge with parents in family dance groups, able to further signpost to health practitioners

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This work feels like it's suitable for relaxation endings, but I think it would also be good for beginnings - to centre everyone - how might I use this at the start if the energy in the room is really high and people won't settle?

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Primary School age benefits mark making - gross and motor skills movement (Jo Cone)

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(Breakout rooms E & F)

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(Breakout rooms C & D)

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(Breakout rooms A & B)