This summer, I worked with Professor Palmer on Feldenkrais, a movement-learning method using awareness to improve human functioning. Movement without awareness does not promote learning; movement with awareness makes possible better function. Key features include remaining aware of one’s movement; varying movement through directed trial and error to find ease; noticing links between physical and emotional sensations; and taking brief rests between movements.

Although young, children already have movement habits that can be broadened by exploring a more full range of activity. Furthermore, this work helps anyone develop skill in self-reflection–an emergent skill in early childhood. Teachers express desire for anything useful to help young children self-regulate, be respectful of others, and listen well. Inspired by materials developed by Feldenkrais experts working with children, we designed an early childhood lesson series with the goal of providing teachers with additional tools for nurturing some of these skills in a holistic, multisensory manner. This approach will expand children’s abilities to attend and engage with others and accelerate developmental achievements such as self-regulation, empathy, and sense of competence.

We tested pilot lessons with 3-6 year olds at a summer camp. Lessons gave us practical feedback about how the lessons worked with this developmental range. During lessons, children acted out familiar stories; the children were equal to the challenge, excited by the lessons, and wanted more at the end of each lesson. For example, a Jack and the Beanstalk story invited children to imagine personal “bubbles” that were sometimes small and sometimes grew larger, allowing them to explore how to move around the room without bumping each other. Following the pilot, we refined and expanded the series to be flexible in time (e.g., 5-30 minutes) and detail. The designed progression follows a developmental sequence (e.g., hand-to-foot happens earlier than full body rotation), though lessons can be used individually or in different sequences.

This lesson series leads children to self-discovery and enables them to understand the next thing they are able to learn no matter the complexity of the task. Our goal is for children to awaken to themselves and cultivate the ability to learn and grow.

Faculty Mentor: Carolyn Palmer
Scholar: Patrick Gardullo