Pediatrics – 2018 Overview

Pediatrics: Sensory-motor and Visceral Development in the Second Year

This class offers an integrated approach to the treatment of children in the developmental stages of the second year of their life, from the first walking steps to the discovery of language. The approach combines the manual craniosacral and visceral treatment, with exercises that support the child in its developmental stages.

The class describes the logic of the sensory-motor as well as symbolic and social development of the child in the second year. The student will develop the ability to observe and interact with the child, while supporting the discovery of language through triangulation. A series of craniosacral and visceral techniques to help with delays and obstacles in the developmental process will be demonstrated and practiced.

The class will focus on the interplay of sensory-motor (walking, balancing) and cognitive skills (handling objects and words) in the developmental steps of the second year. Visceral requirements for walking and talking are also addressed. The class covers the milestones in the developmental of play and language, and discusses issues in the child’s health and obstacles its environment. Craniosacral and visceral palpation of healthy physiology is explored, as are craniosacral and visceral treatment possibilities for common dysfunctions. Students will be shown and will practice ways in which craniosacral therapy and visceral work can effect dysfunctions in the development of the second year.

Class content

– Sensory-motor and cognitive development in the second year of life
– Uprightness and autonomy: new possibilities and new relationships
– First steps and the ability to balance
– Making sounds: oro-facial muscle tone and tongue
– Persisting reflexes and reactions and their impact on articulation
– Development of the chest, lungs and face
– Stability of feet and spine
– Developmental requirements for sitting and standing
– Growth and self-regulation in the gravitational field
– Development of play: triangulation and interaction with objects and people
– Play and reality: the child’s inner world and the development of symbolic language
– Developing biological and interactive rhythms: eating, playing, call and response
– Evaluation and craniosacral treatment of developmental delays and obstacles
– Addressing adverse circumstances for walking and playing
– Shaping the therapeutic relationship with a child, and its parents
– The role of nutrition in growth and immunity
– Integration of sensory motor and symbolic aspects in treatment
– Treating somatic, cranial and visceral dysfunctions
– A discussion of the games, toys, seats and clothes that promote or impede the development of language and walking