VISION AND SIGHT LAST IN SENSORY DEVELOPMENT

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VISION AND SIGHT LAST IN SENSORY DEVELOPMENT Is this why my child battles with reading? ZELDA CLOETE My loving Mommy, I am aware of you. I can feel your movement through the water touching my skin.

I am so curious The visual system is the most complex sensory system in the human body. However, it is the least mature system at birth.

As children grow, more complex skills, like visual perception develop (Swartout-Corbeil, 2006).

1 VISION AND SIGHT LAST IN SENSORY DEVELOPMENT Is this why my child battles with reading? ZELDA CLOETE My loving Mommy, I am aware of you. I can feel your movement through the water touching my skin. I can hear your gentle voice. What did you have for supper? The taste was new. Can you feel me turning? I am lying upside down. Hey! Is this right? Mommy! Something is missing. I can t see you. I am so curious The visual system is the most complex sensory system in the human body. However, it is the least mature system at birth. Though they have the anatomical structures needed for sight, infants have not learned to use them yet. Much of their first weeks and months are spent learning to see. As children grow, more complex skills, like visual perception develop (Swartout-Corbeil, 2006). 75% - 90% of all a child learns comes to him via the visual pathways, so it stands to reason that if there is any interference in those pathways, a child will not develop to his maximum potential (Getz, 1976). Ever heard a parent say: Do as I say and not as I do? This just shows that children receive most information through their eyes. Vision is learned and, therefore, vision is trainable. A child learns to walk and talk and he also learns to see (Getz, 1976). This can be confirmed by the many success stories of children that do Mind Moves daily. According to Swartout-Corbeil (2006), the Visual System is the most complex sensory system in the human body. Babies are not born with fully developed senses and the sense of vision 1

is the least matured. The visual systems of babies need some time to develop. The anatomical structures are in place, but babies have not learned to use them yet.

Learning depends on the adequate development of this process of sensory integrative functioning (De Jager, 2011).

paying attention, reading and writing (De Jager & Lebowitz, 2009). The reflex system develops chronologically, which implies that specific milestones should have been achieved by a certain age.

2 is the least matured. The visual systems of babies need some time to develop. The anatomical structures are in place, but babies have not learned to use them yet. The sensory and motor systems develop in a sequence, from simple to more complex (De Jager, 2010). This is referred to as reaching milestones. Learning depends on the adequate development of this process of sensory integrative functioning (De Jager, 2011). The primitive reflex system is essential to the baby s survival since primitive reflexes act as basic training for all later skills such as sensing, perceiving, listening, talking, playing, drawing, paying attention, reading and writing (De Jager & Lebowitz, 2009). The reflex system develops chronologically, which implies that specific milestones should have been achieved by a certain age. Failure to reach these milestones is an indication of neurological immaturity, which may undermine the visual system. If the primitive reflex sequence is interrupted, the body will attempt to compensate, which requires a tremendous amount of energy. When a learner feels stressed or tired, he/she might not have enough energy to compensate and thus struggles to cope. The sense of vision and sight is the last to unfold and relies on the primitive reflexes having developed the earlier senses (De Jager, 2010). Vision goes beyond eyesight and can best be defined as the understanding of what is seen. Vision involves the ability to take incoming visual information, process the information and obtain meaning from it (Getz, 1976). HOW THE REFLEXES AID IN VISUAL DEVELOPMENT 1. Withdrawal reflex A fetus is aware of touch at about 5 7 weeks in utero, when the Withdrawal Reflex emerges. According to Goddard (in De Jager, 2010), touch precedes hearing and vision and is the first form of learning. The moment that the Withdrawal, Palmar and Plantar reflexes sensitise the skin, vision and sight develops. A three-dimensional experience of an object is experienced through the skin. According to De Jager (2010), this 3D-experience is needed before sense can be made of a visual object. Babies have two ways of seeing: Firstly knowing where something is without looking and secondly by seeing what that something is (De Jager, 2011). By knowing this, it makes sense to teach children to build letters with modelling clay or pipe cleaners before they have to write it on paper. 2

Balance is the pivotal point of all functioning.

nerve fibres) at birth (De Jager, 2010). The vestibular system, which is situated in the inner ear, is also associated with the visual system.

Due to information that the vestibular system sends to the brainstem, static (sitting still) and dynamic (while moving) balance can be affected, which in turn affects the motor nerves that control

3 Balance is the pivotal point of all functioning. It is the second sense to develop but the first sense to be fully developed and myelinated (myelination is the white fatty substance that forms a medullary sheath around the axis cylinder of some nerve fibres) at birth (De Jager, 2010). The vestibular system, which is situated in the inner ear, is also associated with the visual system. The vestibular system acts as a tripod to accommodate oculo-motor (motion of the eyes) and visual-perceptual (to take notice of something by using the eyes) skills. Due to information that the vestibular system sends to the brainstem, static (sitting still) and dynamic (while moving) balance can be affected, which in turn affects the motor nerves that control eye movements and the nerves that lead to the sensory back of the cerebral cortex (De Jager, 2010). 90% of cells in the visual system respond to vestibular activation (King & Schrager in De Jager & Lebowitz, 2009). Both the vestibular and reflex systems act as substructures upon which oculo-motor, visual perceptual skills and eye-movements are built (Goddard in De Jager & Lebowitz, 2009). To inhibit the Withdrawal Reflex a child should mimic the reflex by doing the MIND MOVES MASSAGE. Mind Moves Massage The child must stand upright and hold both arms 90 to the side of the body. Stand behind the child and firmly trace the outline of the body from head to toe. Hold the feet for a moment before repeating three times (De Jager, 2010). 2. Moro Reflex The Moro Reflex emerges between 9-12 weeks in utero. The function of the Moro reflex is to wake up the sensory motor system. Senses receive information, which is send to the brain for processing, to become a motor response through muscles (movement). Another function of the Moro reflex is to make sense of one s own body, in order to have a body map (De Jager, 2011a). A well-developed Vestibular System and body awareness, results in directional awareness. The body map and Vestibular System act like a Global Positioning System (GPS), to provide a child with a sense of centre, from where he can distinguish forward from backward, up from down and left from right and crossing the three midlines. 3

If either the body map or the vestibular system is faulty, lateral dominance (preference for the brain in controlling activities of organs or limbs, such as eyes/hands) does not establish and a child

Such a child may also find it difficult to read time on an analogue clock, or to plan his actions (De Jager, 2010).

closing the arms over the chest in a hug, breathing out deeply and slowly. The child can hug himself, or the parent may hug him simultaneously (De Jager, 2010). 3.

4 If either the body map or the vestibular system is faulty, lateral dominance (preference for the brain in controlling activities of organs or limbs, such as eyes/hands) does not establish and a child gets easily lost in a new environment. This new environment can be as simple as having a new page to read. Such a child may also find it difficult to read time on an analogue clock, or to plan his actions (De Jager, 2010). To inhibit the Moro Reflex, encourage the child to do the MIND MOVES RISE & SHINE Rise and Shine Stimulate the reflex by flinging the arms wide open while breathing in deeply and slowly, and then closing the arms over the chest in a hug, breathing out deeply and slowly. The child can hug himself, or the parent may hug him simultaneously (De Jager, 2010). 3. Rooting and Sucking reflex At 10 weeks in utero the Rooting & Sucking Reflex develops. When the region of a baby s mouth is touched, this reflex causes the head to move the lips towards the touching object, whether it is a bottle or a nipple. This life preserving function is innate, but the ability to turn toward the nipple or bottle when the baby sees it, is not. This is rapidly learned (Montague in De Jager, 2011). A baby learns to see, just as he learns to walk and talk. When learning to walk and talk, he watches his parents and siblings and carefully imitates them. In addition, parents can easily see if walking and talking is not mastered. Vision development, however, generally proceeds without much concerned awareness on the part of parents. Because of these differences in development, no two people see exactly alike (Getz, 1976). Another advantage of the Rooting & Sucking Reflex is that it develops neck-control when baby turns his head to reach the nipple or teat. Breastfeeding does this best by stimulating head turning to both sides, therefore mothers are encouraged to alternate the arms when feeding a baby with a bottle. Neck stability will be necessary for posture and head stability while reading. The bigger muscles of the neck should support the finer muscles in order for only the eyes to move when reading, as reading is a fine-motor skill (De Jager, 2010). 4

The ability for the eyes to focus (work together) requires special eye muscles to change the shape of the lens in

De Jager (2010) states that the muscles of the eyes, as well as all other muscles, develop in a pre-determined

Thus, eye-muscles need to strengthen before they can be controlled to move (read) from side to side.

right, as when being fed as a baby). Neck Rotator Stand upright.

Slowly turn the head as far to the left as possible, holding it in the extended position for a count of eight.

Hold it in the extended position (De Jager, 2010). 4.

(forward) emerges while the Tonic Labyrinthine Reflex (backwards) emerges at birth.

It also develops the baby s core muscles (De Jager, 2010).

5 The ability for the eyes to focus (work together) requires special eye muscles to change the shape of the lens in order to form clear images (Bedinghaus, 2010). De Jager (2010) states that the muscles of the eyes, as well as all other muscles, develop in a pre-determined sequence - awareness, strength, co-ordination and control. Thus, eye-muscles need to strengthen before they can be controlled to move (read) from side to side. To strengthen the neck muscles, a child should do the MIND MOVES NECK ROTATOR (which turns the head from left to right, as when being fed as a baby). Neck Rotator Stand upright. Imagine that the neck and spine is a string of beads. Slowly turn the head as far to the left as possible, holding it in the extended position for a count of eight. Then slowly turn the head as far to the right as possible, keeping the spine straight. Hold it in the extended position (De Jager, 2010). 4. Tonic Labyrinthine Reflex forward and backward At about 12 weeks after conception, the Tonic Labyrinthine Reflex (forward) emerges while the Tonic Labyrinthine Reflex (backwards) emerges at birth. Both the TLR-forward and -backward is needed to develop head control in a vertical plane. It also develops the baby s core muscles (De Jager, 2010). The function of the TLR is to use head movement to straighten the body out into an upright posture. The TLR will develop head control and is very important for visual development, as it will aid in near/far vision, which will be necessary to copy from a white/black board in a classroom or to cross a road. In addition it develops eye accommodation (close-up focus) (De Jager, 2010). These are all skills that baby will need for reading and writing later on in life. Our focusing system (accommodation) allows the eyes to see close objects clearly. 5

An active TLR results in a child not knowing where he or anything else is. Experiencing space, judging depth, distance and speed also becomes a challenge.

According to Goddard (in De Jager, 2010), the earlier senses have all developed sufficiently to start supporting the development of vision and sight at 18 week in utero. 5.

6 An active TLR results in a child not knowing where he or anything else is. Experiencing space, judging depth, distance and speed also becomes a challenge. This hampers motor planning (action formulated in the mind, before attempting to perform) and task completion. Because of spatial confusion, reading is affected negatively (De Jager, 2010). According to Goddard (in De Jager, 2010), the earlier senses have all developed sufficiently to start supporting the development of vision and sight at 18 week in utero. 5. Asymmetrical Tonic Neck Reflex The Asymmetrical Tonic Neck Reflex emerges at 18 weeks in utero. This reflex develops head control in a horizontal plane (left to right) and also aids in reading in a horizontal plane. It also develops baby s laterality and core (De Jager, 2010). The ATNR starts when the balance system prompts the head to turn to the left or right (Goddard, 2002). When the hand follows the direction of the head, the ATNR establishes the wiring needed for eye-hand co-ordination. Getz (1976), calls it a visual follow-the-leader. Eyes go first and tell the muscles where to follow. It is the first reflex that prompts the eyes to focus on the hand to develop central- and peripheral vision (vision at the edge of visual field, outside the centre of gaze) and central vision. Central vision focuses on the clear detail and defines what is being looking at, while peripheral vision simultaneously locates objects in the vicinity and lets one knows where to look. In reading, processing of a word is abled by central vision. Peripheral vision leads the eyes to the following word and tells them where to aim next. The function of the ATNR is also to establish the lateral midline by moving the arms and legs in a one- sided way. This one-sided action is a pre-cursor to crossing the kinaesthetic- (touching/feeling) auditory- (what is heard) and visual midlines, while simultaneously stimulating the left and right sides of the thinking top brain. Poor sequential skills, like in math columns (H, T, U) can be an indication of an aberrant ATNR (De Jager, 2010). The MIND MOVES VISUAL WORKOUT can be done to mimic the ATNR in order to be inhibited. Visual Workout Face forward. Look at thumb held at elbow distance from the eyes. Move the thumb to the left (at nose level) and then slowly to the right. First do this with the eyes closed, imagining the position of the thumb. Open the eyes and check whether the eyes and thumb is in the same position. Repeat five times. Then repeat five times with eyes open. Rub the hands together briskly and place the warm palms over the eyes to relax (De Jager 2010). 6

It would be advisable for a learner to do the MIND MOVES POWER ON before reading aloud.

7 Reading often causes anxiety by many children. They may experience a dry mouth, sore tummy or butterflies in the tummy. This signifies the reprioritising of the Vagus-nerve in favour of survival and results in a negative impact on speech, breathing rate, rhythm and metabolism. It would be advisable for a learner to do the MIND MOVES POWER ON before reading aloud. Power On Rub the indentation just below the collar bone in line with the left eye to reestablish the electrical flow via the Vagus nerve to the speech organs and stomach. This will help to relax butterflies and talk with ease (De Jager, 2010). After the first year, children s eyes and vision continue to develop. Their eye muscles gain strength and the connections between nerves multiply. This development is aided by providing visual stimulation (Swartout-Corbeil, 2006). When children have difficulty reading, educators and parents enforce reading and even more and more reading. This tires the children and makes them negative about reading instead of finding it to be such a relaxing experience. More and more unwanted reading only puts sprinkles on the unbaked cupcake. Any person experiencing difficulty with reading, providing that it is not caused by poor sight, will only benefit by the above mentioned Mind Moves. Mind Moves are simple physical movements that will develop a specific part of the Central Nervous System and activate the aberrant reflexes that cause the neurological immaturities. Repetitive Mind Moves will fulfil the function of the aberrant reflexes to stay in a restful state, ready to be reactivated when injury to the CNS occurs through injury or trauma (De Jager & Lebowitz, 2009). Specific movements (reflexes) develop and strengthen the complex nerve networks which are at the foundation of optimal vision and improved posture. Together with Mind Moves, reading will be in reach of every child who struggled before. "The first step toward creating an improved future is developing the ability to envision it." - Unknown 7

8 Sources Bedinghaus, T Top 5 Milestones in Vision Development. About.com Guide [online]. Available on the internet at: [1 August 2012] De Jager, M Mind Moves Advanced Instructor Training First Edition. Linden: Mind Moves Institute De Jager, M Brain development Milestones and Leaning First Edition. Linden: Mind Moves Institute De Jager, M & Lebowitz, B Primitive reflexes- a Mind Moves developmental program to support low vision [online]. Available on the internet at: [6 October 2011]. Getz, Donald J. OD, FCOVD, FAAO Vision & Reading [online]. The Journal of Applied Nutrition Volume 28 Available on the internet at: [13 December 2011]. Goddard, S Reflexes, learning and behaviour. Oregon: Fern Ridge Press. Goddard, S What babies and children really need. Gloucestershire: Hawthorn Press Swartout-Corbeil, Deanna. Eye and Vision development [online] Gale Encyclopaedia of Children s Health: Infancy through Adolescence Encyclopedia.com. Available on the internet at: [9 December 2011]. 8

Infant Reflexes and Stereotypies. Chapter 9

Infant Reflexes and Stereotypies Chapter 9 Infant reflexes and stereotypies are very important in the process of development Importance of Infant Reflexes Reflexive movements occur during the last 4 months