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 enjoying themselves.

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 developmental scale.

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 don’t 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 is necessary.

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.

At the start of their lives, babies lie on their backs. In this position, their eyes can only look to their right and left. This constitutes their entire world. The constraints of this position rule out any knowledge beyond this. When they roll on their sides, they can reach beyond the horizon, and once they roll onto their tummies, whole new continents are disclosed. The power of their discoveries generates tremendous curiosity until their head can turn and enable all their senses to lead the body wherever it wishes. This is how crawling starts. When there is a delay in crawling, for example, one possibility is that the baby is lying on its stomach and spatial perception is only straight ahead. And since the eyes are also turned in that direction, the baby sees no need for crawling. Our role is to offer the baby additional directions for increasing functional space. Providing a stimulus in the form of an interesting object proffered from all sides encourages the baby to stretch out a hand towards the object. Stretching out the hand forces the whole body to transfer weight from one side to another and to lean on that side. Only thus can the hand be stretched upwards. This transfer of weight is the basis of crawling. The baby now sees a wide world, which is interesting and attractive - and it's the principal reason for movement development.