Archaic reflexes, hypersensitivity and the consequences of their persistence on learning and behaviour of pupils

Kontext / Contexte

The knowledge of archaic reflexes, hypersensitivity and the consequences of their persistence allows a fine pedagogical and material adaptation adapted to each pupil. In an increasingly sedentary society, putting movement back at the centre of learning makes it possible to harmonise physical, intellectual, sensory and emotional development and to reconnect the intellect with the body.

Zielsetzung / Objectifs

Knowledge
The participants will learn:
- the definition of archaic reflexes and their persistence
- the definition of hypersensitivity and its implication in daily life

Know-how
The participants will be able to:
- iIdentify situations that may give rise to sensory overload in hypersensitive people
- define and recognise the tonic labyrinthine reflex (TLR)
- define and recognise the Moro reflex.

Posture
The participants will reflect on suitable material and educational facilities.

Inhalt / Contenu

- Day 1 (2 hours):
* understanding what archaic reflexes are and why their persistence causes difficulties for pupils
* synthesis of the characteristics of an archaic reflex
* discovery of the tonic labyrinth reflex (RTL)
- Day 2 (2 hours):
* hypersensitivity: definition and implication in daily life
* the hypersensitive person at school: identifying the possibilities of sensory overload
* discovery of the Moro reflex
- Day 3 (2 hours):
* reactivation of knowledge acquired in D1 and D2
* analysis of concrete examples and search for remedies; research in small groups
* analysis of concrete examples and search for remedies; pooling.

Arbeitsformen / Approche méthodologique

- Knowing children and learning processes
- taking into account the diversity of pupils
- supporting pupils in their educational journey
- act as a responsible educator and according to ethical principles
- contribute to the work of the educational community
- construct, implement and facilitate teaching and learning situations that take into account the diversity of children.

Referent, Referentin / Formateur, formatrice

Claire Hertz