Jak ocenić dojrzałość dziecka do nauki. Sally Goddard Blythe

57, Frostig58, Getman59, Cratty60, Barsch61, Ayres62, Belgau63, Kiphard i Schilling64 propagowali i rozwijali percepcyjne i rozwojowe testy przesiewowe i programy treningowe, aby poprawić umiejętności percepcyjno-ruchowe małych dzieci w celu zwiększenia efektów kstałcenia. W 1979 roku Blythe i McGlown65 wprowadzili program INPP do indywidualnej pracy z dziećmi. Miał on na celu przede wszystkim wyhamowywać odruchy pierwotne i stymulować rozwój bardziej dojrzałych reakcji posturalnych. W ciągu ostatnich 30 lat zgromadzono całe spektrum badań nad efektami programu integrującego odruchy pierwotne i posturalne. Wśród nich były małe, niezależne badania, które wykazały, że odruchy pierwotne mogą być poddane korekcji przez specjalne programy ćwiczeń fizycznych oraz że w miarę, jak odruchy osiągają odpowiednio dojrzały poziom, poprawia się koordynacja ruchowa i wyniki w szkole66

      1

      Goddard Blythe, S. A. (2005). Releasing educational potential through movement. A summary of individual studies carried out using the INPP test battery and developmental exercise Programme for use in schools with children with special needs. Child Care in Practice, 11, 415–432.

      2

      Istnieje polska filia INPP – Instytut Neurofizjologii i Psychologii INPP Polska (www.inpp.org.pl) (przyp. tłum.).

      3

      Goddard Blythe, S. A. (1996). The INPP test battery and developmental movement programme for use in schools with children with special needs. Publikacja do użytku wewnętrznego na potrzeby szkoleń. INPP Ltd, Chester.

      4

      North Eastern Education and Library Board (NEELB) (2004). An evaluation of the pilot INPP movement programme in primary schools in the North Eastern Education and Library Board Northern Ireland. Final Report. Przygotowane przez Brainbox Research Ltd dla NEELB, strona www.neelb.org.uk.

      5

      Fry, J. (2010, kwiecień). The INPP Exercise Club – Observations. St John’s C of E Primary School, Reading Berkshire, UK. Cited in: Neuro-motor maturity as an indicator of developmental readiness for education. Report on the use of a Neuro-Motor Test Battery and Developmental Movement Programme in Schools in Northumberland and Berkshire. Referat wygłoszony na „The Institute for Neuro-Physiological Psychology Conference”, Miami, FL.

      6

      Oznaka miękka – lekka lub umiarkowana nieprawidłowość neurologiczna, która nie daje szczegółowych informacji o przyczynie bądź umiejscowieniu problemu.

      7

      Capute, A. J. (1986). Early neuromotor reflexes in infancy. Pediatric Annals, 15, 217, 221– 223, 226.

      8

      Goddard Blythe, S. A. (2005). Releasing educational potential through movement. A summary of individual studies carried out using the INPP test battery and developmental exercise Programme for use in schools with children with special needs. Child Care in Practice, 11, 415–432.

      9

      North Eastern Education and Library Board (NEELB) (2004). An evaluation of the pilot INPP movement programme in primary schools in the North Eastern Education and Library Board Northern Ireland. Final Report. Przygotowane przez Brainbox Resear

1

Goddard Blythe, S. A. (2005). Releasing educational potential through movement. A summary of individual studies carried out using the INPP test battery and developmental exercise Programme for use in schools with children with special needs. Child Care in Practice, 11, 415–432.

2

Istnieje polska filia INPP – Instytut Neurofizjologii i Psychologii INPP Polska (www.inpp.org.pl) (przyp. tłum.).

3

Goddard Blythe, S. A. (1996). The INPP test battery and developmental movement programme for use in schools with children with special needs. Publikacja do użytku wewnętrznego na potrzeby szkoleń. INPP Ltd, Chester.

4

North Eastern Education and Library Board (NEELB) (2004). An evaluation of the pilot INPP movement programme in primary schools in the North Eastern Education and Library Board Northern Ireland. Final Report. Przygotowane przez Brainbox Research Ltd dla NEELB, strona www.neelb.org.uk.

5

Fry, J. (2010, kwiecień). The INPP Exercise Club – Observations. St John’s C of E Primary School, Reading Berkshire, UK. Cited in: Neuro-motor maturity as an indicator of developmental readiness for education. Report on the use of a Neuro-Motor Test Battery and Developmental Movement Programme in Schools in Northumberland and Berkshire. Referat wygłoszony na „The Institute for Neuro-Physiological Psychology Conference”, Miami, FL.

6

Oznaka miękka – lekka lub umiarkowana nieprawidłowość neurologiczna, która nie daje szczegółowych informacji o przyczynie bądź umiejscowieniu problemu.

7

Capute, A. J. (1986). Early neuromotor reflexes in infancy. Pediatric Annals, 15, 217, 221– 223, 226.

8

Goddard Blythe, S. A. (2005). Releasing educational potential through movement. A summary of individual studies carried out using the INPP test battery and developmental exercise Programme for use in schools with children with special needs. Child Care in Practice, 11, 415–432.

9

North Eastern Education and Library Board (NEELB) (2004). An evaluation of the pilot INPP movement programme in primary schools in the North Eastern Education and Library Board Northern Ireland. Final Report. Przygotowane przez Brainbox Research Ltd dla NEELB, strona www.neelb.org.uk.

10

McPhillips, M., Hepper, P. G., Mulhern, G. (2000). Effects of replicating primary reflex movements on specific reading difficulties in children: a randomised, double-blind, controlled trial. The Lancet, 355, 537–541.

11

Goddard Blythe, S.

58

Frostig, M., Horne, D. (1964). The Frostig program for the development of visual perception. Chicago, IL: Follett.

59

Getman, G., Kane, E., Halgren, M., McKee, G. (1964). The physiology of readiness: An action program for the development of perception in children. Minneapolis, MN: Programs to Develop School Success.

60

Cratty, B.J. (1973). Teaching motor skills. Englewood Cliffs, NJ: Prentice Hall.

61

Barsch, R. (1965). A movigenic curriculum. (Biuletyn 25). Madison, WI: Department of Instruction, Bureau for the Handicapped.

62

Ayres, A. J. (1978). Sensory integration and learning disorders. Los Angeles, CA: Western Psychological Services.

63

Belgau, F. (2010). A life in balance. Discovery of a learning breakthrough. Denver, CO: Outskirts Press Incorporated.

64

Kiphard, E. J., Schilling, F. (1974). Body Coordination Test for Children (BCT). Weinheim: Beltz Test GMBH.

65

Blythe, P., McGlown, D. (1979). An organic basis for neuroses and educational difficulties. Chester: Insight Publications.

66

McPhillips, M., Hepper, P. G., Mulhern, G. (2000). Effects of replicating primary reflex movements on specific reading difficulties in children: a randomised, double-blind, controlled trial. The Lancet, 355, 537–541.