Play and Movement Online Course(s) & Continuing Education
Access the latest clinical skills and research for Play and Movement for INFANT & CHILD HEALTH & DEVELOPMENT professional training. These Play and Movement online courses provide practice-changing skills and valuable perspectives from leading global experts. This Play and Movement education has been accredited for a variety of CEUs / CERPs and can be accessed on-demand, at your own pace.
Movement: The Brain's Power Boost for Learning
Carlota López-Peredo has a Bachelor’s degree in Biochemistry and Special Needs Education from Madrid Complutense University. She is an inspirational trainer, the owner of a clinic in Madrid, and the Program Liaison for Breakthroughs International. As a certified International Faculty for both the Brain Gym® and Movement Based Learning programs, Carlota provides experiential training worldwide for educators, families, caregivers, developmental specialists, and others, providing a large range of tools focusing on early intervention, developmental delays and disorders, as well as learning disabilities.
After working in the classroom for five years, she opened a clinic for developmental delays and learning difficulties. At her clinic, parents appreciate her commitment, connection with the children and professionalism. In her classes, her students enjoy the passion she communicates when teaching, and her ability to make learning a fun process. Carlota's passion is helping families and educators using designed movements to enhance the individual developmental foundation and reach a higher functioning level.
This talk will focus on the Movement Based Learning (MBL) program and how it can be used by healthcare professionals, as well as families, to support a healthy and efficient early childhood development. The MBL designed movements can be used as an effective tool to help develop motor, cognitive, and emotional skills in children, supporting them to successfully navigate through the developmental milestones. Practical MBL tools will be shared with the participants that can be implemented in the children's daily lives to help them reach their full potential.
Ben Kingston-Hughes is an international keynote speaker, author and multi award-winning trainer. He is also the Managing Director of Inspired Children and has worked with vulnerable children across the UK for over 30 years. He has appeared on television several times working on a variety of children’s projects and his distinctive blend of humour, neuroscience and real-life practical experiences have made his training invaluable for anyone working with children. His new book, “A Very Unusual Journey into Play.” is now available.
This fascinating session explores the vital role of Play in developing and growing children’s brains. The session takes delegates on a neurological journey into the child’s brain, exploring the profound importance of play for brain growth, wellbeing and even life expectancy. Looking at a range of neurological studies, Ben Kingston-Hughes makes a compelling argument that Play is not merely an optional extra for a child but a fundamental building block for every aspect of their well-being and development. This session is entertaining, thought-provoking and might just help us build the brains of the future.
Rhythmic Movements: A Second Chance to Integrate Primitive Reflexes
Experience lively and informative workshops presented by Liz Jones-Twomey, a Blomberg International Rhythmic Movement Instructor/Consultant, ENVoY Classroom Management trainer, and recently retired elementary school teacher from the WRDSB in Canada - with over 33 years of experience! Liz has devoted a great deal of time and effort to expanding her knowledge of “brain-based” movement over the course of her career.
Liz has been a featured speaker on 4 continents and is co-creator of the following multiple award-winning movement-to-music CDs: “Catch a Brain Wave Fitness Fun;” “Smart Fitness, Smart Foods;” “Baby Connections Song Time;” and “Wiggle Jiggle Fitness Fun.” Liz has been honoured with the prestigious International Teaching Through Movement Award for her work with Brain Gym® and ‘best practice’ teaching strategies. She was presented with the W.T. Townshend Award of Excellence for her innovative teaching style, and is also a recipient of the Speedo National Fitness Instructors Award.
Liz recently participated in an 8-week research study with Queen’s University, ON , Canada, examining self-regulation and reflex integration with her Rockin’ Reflex Video Program for children ages 4 to 6 years old. This study demonstrated at a highly significant statistical level , that the rhythmic movements practiced in the Rockin' Reflex videos helped to integrate students' primitive reflexes and improved Self-Regulation skills.
Liz’s enthusiastic presentation style provides for plenty of highly engaging, hands-on, practical experiences for participants, as well as ideas about reflex integration and songs and movements that can be implemented immediately.
Primitive reflexes are necessary for an infant’s survival. These reflexes typically become integrated in the first year of life as the child instinctively practices rhythmic movements. If these reflexes do not become integrated into daily functioning, they may impede the development of more mature reflexes, causing difficulties in self-regulation, social, emotional, and academic aspects of a child's life. Studies have illustrated that rhythmic movements can give a child a second chance to integrate their primitive reflexes (Blythe, 2005; Grzywniak, 2017).
Liz Jones-Twomey, along with her musical partner Ron Hiller and researcher Susan Overvelde, conducted an eight-week research study with children ages 4 to 6. This study supports the idea that the primitive reflexes of school aged children can be integrated by practicing rhythmic movements which mimic those infants naturally do. The Blomberg Rhythmic Movements and developmental movements practiced in the Rockin’ Reflex videos used in the study, helped to integrate student’s primitive reflexes and improved Self-Regulation skills.
There was a statistically significant improvement in post-intervention primitive reflex scores, suggesting that the rhythmic movements practiced in these videos helped integrate children’s primitive reflexes. There were also statistically significant improvements in behavioural, cognitive, and emotional self-regulation scores, suggesting that by integrating primitive reflexes, children were able to self-regulate better.
