The lesson should be held in a place
where the baby feels most secure, usually close to the parents or held in their arms.
Imparting the feelings of security and enjoyment is a fundamental element of working with
infants. We assume that babies' ability to learn and internalise is better when they are
While playing with the babies, I ask parents for basic information about
the baby's development process, habits and nature. During the class, my attention is
totally focused on the baby - who is never forced - and I adapt myself to him or her.
Through guided games with developmental elements, and by interacting with parents, I try
to see at which developmental and movement stage the baby is, what s/he can do, and where
s/he has difficulties. During the first stage, the movement directions are modified to
accord with the baby's abilities; then, gradually, in an atmosphere of trust and
pleasantness, the direction to new movements begins. Usually, the lesson's procedure is
carried out via touch, combined with play. Visual, auditory and sensory stimuli are used,
so the baby begins to move in the right developmental directions along the philogenetic
We do not encourage a quick, achievement-oriented transition - these will
occur sooner or later. When these processes are performed qualitatively, they prepare the
baby to stand and walk stably.
At the same time, the sense of balance develops and enough confidence is
built up for daring. Many babies dont know how to fall, and, during their attempts
to maintain balance, some rigidity can occur - so the fall will be rigid and painful. This
will unconsciously make the baby less daring and so natural development will be delayed.
After the lesson, a pattern of natural, safer falling develops, and a sense of internal
confidence about new experiences will be created.
In order to survive and develop, babies develop different movement habits
which are liable to be impaired. For example, crawling in which they actually drag
themselves, without using their legs, or crawling on all fours with only one foot on the
ground (see photo). Babies' delicate and important development sequence can easily go
awry. With a knowledge of movement development, we can distinguish the baby's
developmental situation and renew philogenetic organisation. Once the system is
reorganised, the developmental process continues correctly, and no external intervention
To sum up: the lesson's objective is for babies to fulfil the maximal
options for movement that are inherent in them. Thus they will be functionally organised
and adapted to the environment and to those around them. They will fulfil their inherent
potential for development and prepare the foundation for their future qualitative
development, a foundation which will serve them throughout their lives. The final
objective of the learning process is independent movement, that is, standing and walking.
But perhaps no less important is that we inculcate and structure the basic learning that's
grounded on the baby's individual experience - testing the boundaries alone - so s/he will
gradually grow into a mature, learning human being.
In order to overcome impaired movement patterns, and to achieve improved
organisation, a number of issues are necessary - a process of creative work, lots of
imagination, and a complex combination of training for new movements.