A child being tutored in Cindy shome learning environment enjoys

the Brain Buttons activity.

TIPS, TOOLS, AND TECHNIQUES

FOR SHARING BRAIN GYM WITH

THE VERY YOUNGCindy Goldade, Minnesota, U.S.A.

Forten years, I had the privilege of guiding children agedthree to six in a Montessori school I offered in the lowerlevel of my home. Besides many other rewarding experi-

ences that I gained, answeringthis calling to teach providedme with a fertile field forexploring how the youngestgeneration can use the BrainGym@program.

My perspective shifteddramatically as my teachingcareer grew to include the earlyeducation of three beautifulchildren of my own, now two,six, and eight years old. When,

Cindy Goldade in the midst of this teachingand parenting, an invitation to

delve into Brain Gym came my way, I accepted that invitation.The rest is, as they say, history.

I have found many keys to successful interactions with chil-dren. Some of the tips, tools, and techniques on my "key ring"include active noticing*, language intention, respect for eachchild's individual timetable, choice making as an empoweringopportunity, the' willingness to step beyond linear familiarity,and the modeling of self-responsibility.

I'd now like to share with readers of the Brain Gym@Journalsome of what I've learned about young children and their abilityto use the Brain Gym movements.

ACTIVE NOTICINGPausing to fully observe children is one key to successful inter-action with them. My use of the Brain Gym program hasallowed me to take my noticing skills beyond the observation ofthe external environment.Through asking questions PAUSING TO FULLYand gently sharing what Inoticed, I've seen an OBSERVE CHILDREN IS

increase in children's ONE KEY TO SUCCESSFULawareness of their body,feelings, and thoughts. INTERACTION WITH THEM.Based on what I was notic-ing, I could then offer specific movements to enhance posture,attention, choice making, organization, and many other facetsof the children's daily life.

Even infants and preverbal toddlers respond to an invitationsuch as "May I hold you?" They continue to respond, whetherpositively or negatively, throughout a balance* process. Tense

muscles, squirminess, a refusal to make eye contact, or whinyvocalizations may communicate a child's feeling that No, thisdoesn't match what I'm needing. Smiles, relaxed muscles, will-ing eye contact, active participation, and satisfied vocalizationsspeak an affirmative Yes, please continue.

Our youngest child, when in the hospital as a newborn,moved in a chaotic, disorganized fashion. There had been somestress around her birth, throughwhich her dad supported me by CHILDREN INHERENTLYholding my Positive Points, andLeah needed some similar sup- KNOW THEIR NEXTport after her birth. While we LEARNING STEP.were motoring her through var-ious movements and processes, she communicated in a beauti-ful nonverbal way (through her calm contentment) to let usknow that the Energy Exercises were her favorites. The EnergyExercise activities slowed her chaotic movements and focusedher attention; we observed, reassured, as she organized her bodyand settled into an integrated state of being.

This story is not about making a one-size-fits-all assumptionthat all newborns would benefit from the Energy Exercises. Asyou'll see in the next section, Brain Gym has reaffirmed to methe necessity of regarding each person as an individual.

RESPECTFOR EACH CHILD'S INDIVIDUAL TIMETABLEAnother key to successful interaction with children is recog-

nizing and honoring that each person has a unique and individ-ual response to life events. For example, when a thunderstormoccurs during school, some children are not affected at all,

while others may experi-ence anxiety, fear, or evenhappy excitement. Eachindividual seems to havea preferred method forweathering the storm,whether it is the reassur-ance of physical touchfrom a caregiver, holdingthe Positive Points, doingthe Hook-ups or ThinkingCap activities, observingthe storm, or even hidingfrom it. All children aregifted with the knowl-edge that enables them tomake such a choice.

Children inherentlyknow their next learningstep. Like adults, theycan get comfortable intheir current learningspace and then benefitfrom a gentle invitation toexplore newness within

the context of familiarity. The Brain Gym approach reinforcedfor me how to be nonjudgmental as I meet children where

(CONTINUED ON PAGE 10)

BRAIN GYM JOURNAL - JULY 2007 5

Cindy invites children to drinkwater throughout the day.

TIPS, TOOLS, AND TECHNIQUES(CONTINUED FROM PAGE 5)

they are, ask verbal and nonverbal questions, notice and accepttheir responses. When children feel safe and the time is right,we can extend to them an invitation to grow. The entire learn-ing process is given structure through movement.

As adults, our role is to provide children with an environmentthat is movement-based, multi-sensory, and filled with positivechoices.

CHOICE MAKING As AN

EMPOWERING OPPORTUNITYThe PACE* activity and other processes of Educational

Kinesiology (Edu-K) were simply further choices that I madeavailable within the Montessori and later the homeschoollearn-ing environments. These activities help children anchor a les-son, prepare for new learning, or work through a learningblock. They also assist the development of visual, motor, andother sensory skills.

Some of the activities I continue to make available in myenvironment include:

• color-coded bags with pictures showing the Brain Gymmovements on cards inside

• a wooden marble track in the form of a Lazy 8, designedto support balance skills and visual integration

• ribbons for developing eye-hand coordination* throughthe tracing of Double' Doodles in the air

• a CD player for musical accompaniment to the children'sactivities; a PACE CD is a favorite

• posters showing PACE, the Brain Gym movements, andthe Integrated Movements, displayed throughout the roomfor visual stimulation and choice-making opportunities.

• scarves, bubbles, balloons, and a geometric ball knownas a Hoberman sphere for children to use while doingBelly Breathing

• Vision Gym cards displayed in a basket (many gamesand activities from the Visioncircles course are enjoyedby the very young)

• balance boards to awaken the vestibular system andstimulate both hemispheres; often all the boards are inuse at once

• bean bags, racquet balls, and a pendulum ball, availableto use with or without the balance boards to build visualskills, eye-hand coordination, the sense of rhythm, and

even memory (these activities can be done independently,with a partner, and in small groups)

I like to be sure that children feel empowered to move inwhatever way makes them most ready for learning and living.For example, my oldest child experiences the most reading suc-cess while bouncing on a stability ball! I am quite the opposite,for I focus best in quiet stillness. My children and I all honorand respect our differences.

One child may prefer to experience all of the Brain Gymmovements at once, while another youngster may repeat onemovement for a month before requesting something new. I fol-low the lead of the children, honoring their innate wisdom.

In using Brain Gym with people of any age, I have learned tolet go of my preference for a linear, one-way, step-by-step roadto a given destination.

THE WILLINGNESS TO STEP BEYOND

liNEAR FAMILIARITYAnother key was accepting that, much as we might wish other-

wise, children don't come with instruction manuals. Also, intheir learning they don't always follow a linear sequence. I'vefound doing an Edu-K balance with children to be an active, in-the-moment process. With the benefit of my years of experi-ence, I am now comfortable with action goals*, creative pre-activities*, and following children to the various learningmenus* of their choice. I trust what comes into my awareness,share with each child, and allow the process to unfold naturally.

Children make good choices in the balance process. I've seenthem shoot their hands into the air when hearing the best wordfor their goal. And when there are several Edu-K manuals onhand, even children who don't yet read will confidently chooseone and then choose a balance from inside that turns out to bethe most appropriate for their goal. Children notice what theyfeel drawn to do, and inwhich order. When theyattain a goal, they cele-brate freely and withabandon.

One time a five-year-old came to me with agoal to sleep in his ownbed, rather than on thefloor next to his parents'bed. As we began doingthe Internalizer balancefrom Visioncircles, thischild seemed to have alarge bubble of protectivespace surrounding him,and he was making no eyecontact with myself or hismother. In the midst ofdoing the Swirling Marbles activity from Vision Gym@, heclicked his tongue, made eye contact, began to smile broadly, and

10 BRAIN GYM JOURNAL - JULY 2007

Three youngsters in Cindy Goldade sMontessori school get themselves intoa comfortable Hook-ups pose while

taking a break from their work.

climbed into his mom's lap for an extended snuggle. I laterheard that, at school the next day, high-fives were his celebra-tion of choice for having slept in his own bed all night.

Children often effortlessly find themselves in the midst ofpre-activities: when something is challenging them, they pauseand notice the source of their challenge and then move througha self-selected learning menu. I encourage creative variationson familiar movements, as well as the introduction of newactivities, to support a child's goal. For example, blowing bub-bles is a playful way to incorporate the Belly Breathing activity,and we can then use the bubbles for visual tracking* and eye-hand coordination when catching or popping the bubbles.

LANGUAGE INTENTIONWhether communication with children is verbal or nonverbal,being clear about the intention behind the communication isanother huge key to successful interactions.

Children see through orders being masked as choices. I'veoften seen how the choice of language that is inviting and open-ended has helped a child step forward into a new homeostasis*.For example, I recall an instance when a continuing conflictbetween two boys led me to temporarily separate them.

I spent time with one of the boys and offered him a drink ofwater, which he accepted. I then asked him, "Would you likeme to hold yourPositive Points?" Henodded.

I asked, "Do youwant to get intoHook-ups while Ihold your fore-head?" and he nod-ded again.

Less than twominutes and onedrawn-out belly-breath exhalationlater, the boy wentoutside, where hethen played peacefully with the other child for more than forty-five minutes. This boy had been empowered to accept or rejectmy invitations, knowing that his decision was not about me. Wecelebrated together as we noticed and acknowledged his shiftfrom conflict to peace.

We are each responsible for the intention behind our com-munication. When language breathes with possibility and isspoken with intent, listeners often become curious and moti-vated. They ask questions and collectively draw out informa-tion from one another.

THE MODELING OF SELF-RESPONSIBILITYMy knowledge of Brain Gym allows me to respond to the

needs of children in a way that is practical, action-oriented, andin the moment. Yet the final key that I want to share in this arti-cle is the regular use of this work for oneself.

BRAIN GYM JOURNA

Balancing for oneself around and with children is fun, and italso models an appropriate way to handle the hills and valleysof life. One' day, after a particularly upsetting phone call, I wasbouncing around the classroom like Tigger, looking really busywhile accomplishing nothing. (This is a state referred to inEdu-K as unintegrated low gear*.) One child, who happened tohave abundant energy himself, suggested that I sit down and dosome Hook-ups. I promptly took his suggestion, and soon feltmuch better. Young children love to notice adults in stress andthen suggest to them that they use Brain Gym.

Experience continues to add keys for successful interactionsto my personal key ring. Regardless of the age of any individ-ual I may be working with, I do my best to let go of precon-ceived agendas and really become present with that person.

EDU-K OFFERS A SHIFTIn traditional education, mastering a new skill may be seen as

an end product. Edu-K offers a shift in this way of thinking, fornew learning becomes way more than an item to be checked offas complete. Such learning is a process that has been deepenedthrough practical application. When I educate learners, I aim touse whatever language I find they can best comprehend. Whenworking with very young children, I invite and empower learn-ing through the "language" of movement.

As you can see, I've come to respect the power and potentialof Brain Gym-and the entire field of EducationalKinesiology-for the lives of children everywhere.

Cindy Goldade, M.Ed. , a licensed Brain Gym@Instructor inHam Lake, Minnesota, holds a Bachelor of Science to teachpre-K through the sixth grade. Besides offering private consul-tations, Cindy does Edu-K presentations throughout her regionand teaches Brain Gym" 101, Optimal Brain Organization, andVisioncircles. She also teaches graduate-level Brain Gymcourses at Hamline University, serves as Director ofOperations for Brain GymlO International, and is active inAfinnesota s Brain Gym network. .•.