The First Three Years
Learning happens from the start, and so should our investments in children!
The first three years of life are a period of incredible growth in all areas of a baby’s development. Babies don't come with a manual so there's no way to get what's happening with these little creatures in every situation.
That's where science comes in.
For the last 10 to 15 years, researchers have been studying infants more closely than ever in order to understand their development and help parents make good choices. New research gives better cues and clues to parents as to what they can do to enhance their child's early learning.
Brain development continues throughout life, depending on the environmental stimuli. The purpose of our neurodevelopmental program is to help parents maximize the critical periods of brain development during the first years of life.
From conception, nature has provided a natural, predictable, sequential development for everyone. The initial movements (reflexes) stimulate the growth of pathways within the brain to assist in the development of the voluntary movements and learning capacity of the individual.
Sequentially building upon the initial movements is critical for developing the foundations needed for successful learning. Although each child’s rate of development differs, ideally, all children will pass through these normal, sequential, predictable stages.
You can nurture your child’s development by providing opportunities for your child to enjoy and participate in our stimulating environment.
The Importance of Multisensory Stimulation
The understanding of comprehensive, integrated and purposeful multisensory stimulation, is critical for optimal child development, life-long learning and academic success!
For decades, it has been falsely assumed that all children are physiologically and neurologically prepared for education the moment they step foot into a Kindergarten/Primary One classroom. No thoughtful consideration has been given to each child’s unique individual development, which is determined by genetic makeup, quality of life, and exposure to stimuli—not necessarily chronological age.
This is a fundamental problem with our early educational philosophy. The future of too many young students is jeopardized because they are expected to learn prior to being physiologically and neurologically ready; not all young minds and bodies are prepared for the stress of school at age four or five.
Our S.M.A.R.T. START program ensures that parents and their infants have the necessary environment and movement experiences allowing children to acquire automatic functions that are vital to later success in the classroom. This can only occur through movement and the development of their body systems.
Strengthening the many dimensions of education through prevention is easier than later interventions.