Honoring Move-to-Learn Pioneers at the 2016 Edu-K Conference

Paul and Gail do "The Give and Take" from the Integrated Movements menu.

Gail and Paul do “The Give and Take” from the Integrated Movements menu.

Dear participants at the 2016 Annual EKF Conference,

Our thanks and congratulations to the board, staff, and all who are coming together to move, play, and share in this year’s 4-day June event in Portland, Maine.

The  theme—“Port of Potential”—with its invitation of holding new possibilities for our lives and exploring “all things capable of becoming real,” is an invitation to explore the arts, wellness, movement patterns and sensory skills, business development, and much more.

As we envisioned an annual conference, we saw the value of developing the profession of Educational Kinesiologist. Our dream has come true as our language of learning through movement has been validated and recognized by educators, kinesiologists, physical therapists, occupational therapists, and many neuroscientists across the planet. Edu-K and the Brain Gym program represent excellence and professionalism. We’re proud of all of you and extend our humble gratitude for your steadfast loyalty over these many years.

The two of us, having attended 25 plus Edu-K conferences over the years—beginning in 1989 at Murrieta Hot Springs, California—know these gatherings as rich opportunities to connect with dear, longtime friends worldwide and to meet new ones, exchange Edu-K balances, and deepen our inner listening to the needs and desires for our own lives. We’ll be thinking of all of you as you call upon your dreams and visions and discover new ways to embody them; we are with you in spirit and we’ll be calling in our own.

Celebrating Keynote Presenters:
Carla Hannaford (presentation title yet to be announced), is an award winning biologist and educator, and an inspiring and knowledgeable speaker. The author of four books, all of which have been translated into many languages, her work is quoted in more than 1,000 books and journals. She is the creator of the Physiological Basis of Learning/Brain Gym series of courses and a Visioncircles Teacher Trainer. Dr. Hannaford is truly a pioneer of learning through movement, having taught in 48 countries world wide.

Rose Harrow, “Charge What You’re Worth – and Get it!,” is another longtime Edu-K  trailblazer. An International faculty member of 30+ years, she has served many roles within the Foundation, including that of Network Coordinator and Executive Director. A certified business coach, Rose currently mentors Brain Gym Instructors to “take the lid off of their success, increase their income, joyfully create a sustainable business and expand their service to more people.”

Dionne Kamara, “Jamaica Brain Dance – Laying the Groundwork,” is a teaching artist in NYC, where she works with people of all ages. She began learning traditional Kumina dances, under her great-grandmother’s tutelage, as a child in Jamaica. A professional dancer for many years, she has toured internationally with the renowned dance company Urban Bush Women. She co-teaches with her mentor Anne Green Gilbert at the Summer Dance Institute for teachers in Seattle, Washington.

More Edu-K Pioneers
We’re thrilled to see that many other move-to-learn pioneers among the International Faculty members—some who have been faculty for 25 years or more—will also be presenting this year:
Don Wetsel, MA, LAc, BCTMB, Virginia –  “From Stress to Creative Success”
Renate Wennekes, Germany – “Brain Gym Activities in a Developmental Perspective”
Colleen Gardner, Colorado “Come to Your Senses, All 12 of Them!”
Glenys Leadbeater, RN, New Zealand – “Port of Potential, Double Doodle Style”
Barbara Wards, New Zealand – “Working With Facial, Tongue, & Throat Muscles to Improve Communication”
Cindy Goldade, MA, Minnesota – “The Art & Science of Storytelling”
Sharon Plaskett, Utah – “Five Elements and Brain Physiology”
Paula Oleska, (Emerita), New York – “Your Secret Brain, the Key to Your Potential”

We were moved to read of the many other innovative professional development presentations and breakout sessions that have been scheduled—many of them being given by leaders who first became Brain Gym Instructors in the mid- 1980s. We would love to thank each of you by name; since the list is long, you can read it here. Click here for information on post conference events.

Our Current Focus
This year we celebrate the thirty-year anniversary of our little orange book, Brain Gym: Simple Activities for Whole-Brain Learning, written initially as a “homeplay” handout for Edu-K students. Paul continues teaching local courses here in Ventura, California, and taught this spring in Belgium, France, and Switzerland. This fall, he’ll travel to Japan for the third time. Click here to read about his course last year in Dubai. Meanwhile, Gail continues working on blogs, digital product updates, and our latest book project.

Gail and Paul Dennison

Gail and Paul Dennison

As we continue to grow the presence of Brain Gym and Educational Kinesiology in the social media (Facebook, Twitter, and LinkedIn), we appreciate these avenues as a grassroots opportunity to update parents and educators with the latest research on movement, play, and learning, as well as a way to connect with so many of you. Thank you for your support!

In today’s technologically driven world that teaches both near-point overfocus and passive sitting, the Edu-K work is becoming more important than ever—not only for schoolchildren but for people of all ages. Research daily calls each of us to action by way of bringing increased movement, play, and structural alignment to our everyday activities, and especially in the learning environment. |

Where Edu-K once pioneered the field of movement-based learning, there are now many “move to learn” programs. The 26 Brain Gym activities, the Brain Gym 101 course, Seven Dimensions of Intelligence, and our other fine courses remain unrivaled in scope, simplicity, and a regard for the learner through self-actualizing activities. Research in neuroscience continues to catch up with our commonsense recognition of the interrelationship of the human body and optimal brain function.

Please connect with us through our learning resource site, Hearts at Play: Move, Learn, Bloom, that offers blogposts and videos to answer many of the how, what, and why questions about the Edu-K work that you’ve asked us throughout the years. We trust you’ll find this site useful in creating immediate interest in your courses and private sessions. May we all keep finding balance as we progress in our personal and professional goals, and may we all keep moving with joy!

Love and hugs to all,
Gail and Paul Dennison

For more about the Edu-K approach to whole-brain learning, see Paul’s article: Why I Chose Research Over the Ivory Tower.

Brain Gym® is a trademark of Educational Kinesiology Foundation/Brain Gym® International. Click here for the name of an instructor in your area.

 

 

 

The Magic of Attention with DIY Fairies

Two flower fairies frolic among the play scarves with their fairy dog.

Two flower fairies frolic among the play scarves with their fairy dog.

“Each fairy breath of summer, as it blows with loveliness, inspires the blushing rose.”—Author unknown

I recently lifted the cover of my piano to find a row of pipe-cleaner fairies (some pictured here) resting on the high-note keys, with their “leaf wings” removed and carefully laid at their sides. I’m not sure what the story was, but the possibilities made me smile.

Optometrist G.N. Getman once said, “Vision is a learned skill of attention.” Since I have a passion for facilitating visual skills, I like to remind students that vision is primarily a habit, and that to shift our habits, we must choose to see something new out of the countless possibilities that call our attention every moment. Being outside is a wonderful way to rediscover our vision, as myriad points of light shimmer and dance over moving leaves and plants.
And another way is to imagine the fairy realm. Simply reimagining the landscape as one in which fairies move, dance, and glide from one thing to another, hovering or alighting, (as our eyes ideally do) gives us pause to see the microcosm of nature—to soft-focus our eyes and look anew at the rich and variegated world of shape, color, texture, form, and motion.

My two granddaughters (the youngest then 8) and I began making these wonderful fairies a few years back using fabric scraps and other things we keep in our craft box. Ever since, making and playing with these homemade friends has provided one way to deepen our imaginative play together as well as providing them with hours of creative pleasure on their own.

I find that when a child plays with such a calming and butterfly-like personage, especially one they’ve made themselves, they don’t need to be taught anything in particular about visual skills. They’ll naturally make hand motions that engage the eyes in tracking side-to-side, up-and-down, at diagonals, and near-to-far. They’ll relax their eyes as they centralize their play around the body’s midline (rather than off to the right or left, as they might do for reading or writing). I can see how, as they glide the fairies around, they engage their soft focus and the fluid, saccadic eye motion that helps balance modern demands of eye-pointing or overfocus common when reading or doing computer work. Not to mention that playing with the fairies invites that restorative inner world of self-motivated attention and exploration. Here are photos of our fairies and instructions for making:

Two rose petal flower fairies (with wings made of lamb's ear and camellia leaves).

Two rose petal flower fairies (with wings made of lamb’s ear and camellia leaves).

At right: A mother flower fairy cradles her infant (wrapped in a leaf) while a girl and boy fairy look on. The mother's sash, made of fabric scrap tied in the back, helps to hold the petals in place. For this photo, they are not wearing their wings.

At right: A mother flower fairy cradles her infant (wrapped in a leaf) while a girl and boy fairy look on. The mother’s sash, made of fabric scrap tied in the back, helps to hold the petals in place. For this photo, they are not wearing their wings.

Smaller fairies with (at left) ficus-leaf wings; (at right), succulent-leaves.

Smaller fairies with (at left) ficus-leaf wings; (at right), succulent-leaves.

A close-up of the mother and infant.

A close-up of the mother and infant.

Back view of mom's leaf head dress.

Back view of mom’s leaf head dress.

If you would like to make your own fairies, here’s how we did it:

Basic items for making a "bendy-stick" leaf fairy.

Basic items for making a “bendy-stick” leaf fairy.

The Simplest Version – Ages 7 and up

You’ll need:
– bendy sticks (also known as pipe cleaners)
– wooden beads for heads
– colored pencils (or non-smear pens) to draw the faces
– pairs of leaves (we used camellia, lamb’s ear, and a succulent, at right, or you can use fabric leaves* as in the photo below)
– glue (to secure the pipe cleaner at the top of the head)

How to do it (most likely, if you show the children a photo and give them materials, they’ll figure it out):
1. Fold a bendy stick to form a torso and legs and feet (fold the legs back on themselves for thickness); or omit the legs and coil another bendy stick around the body to make a skirt; fashion a top if you wish.
2. Use a second bendy stick to make the arms (also folded back); leave enough of the stick on which to place the wooden bead.
3. Leave a little bit sticking out as a neck, on which to place the bead head.
4. Draw a face on the wooden bead (we didn’t always like the faces, so some of these were turned to the back or new beads used so we could redraw).
5. Secure the head by bending a 1/8″ or so piece of the bendy stick across the top of the head (you may wish to glue this)
6. Coil a bendy stick to make hair20151220_153250(0)

Options for Those with More fine-Motor Skill
– fabric rose petals*
– yarn for hair (glue on, or leave more length at the top of the pipe cleaner and use it to fasten the hair; see photos above). Unravel the yarn to create waves or curls.
– string (we used green and brown) for tying the petals on to the skirt
– needle and thread (not shown) for hand-sewing the petals on if you’re so inclined
– long-nosed pliers (I love to show children, when they’re ready to adhere to safety tips, how to use this
wonderful tool. In this case, the long-nosed pliers can be used to cut the pipe cleaners if you want to make them shorter.)

 

Three flower fairies with their fairy dog (all sans wings at the moment).

Three flower fairies with their fairy dog (all sans wings at the moment).

If you make fairy dolls, I would love to hear how you and your children play with them.

*We bought the fabric petals and leaves, along with the wooden beads and pipe cleaners, at Michael’s Craft store: www.michaels.com/

For a translation of this article into Spanish or Catalan, click here.

Gail Dennison is the co-creator, with her husband and partner Paul Dennison, of the Educational Kinesiology and Brain Gym® programs. She has also written the courses Visioncircles, Double Doodle Play, and their teacher training—courses that focus on natural vision improvement through movement and play. 

Brain Gym® is the registered trademark of the Educational Kinesiology Foundation/Brain Gym® International, Ventura, CA, www.braingym.org. To find a Brain Gym, Visioncircles, or Double Doodle Play Instructor in your area, click here .

Celebrating Fall Leaves with Double Doodle Play – A Tutorial

Homemade leaves, strung on a pretty ribbon, make a decorative fall banner and a joyful way to learn about leaves and trees.

Homemade leaves, strung on a pretty ribbon, make a decorative fall banner and a joyful way to learn about leaves and trees.

My 12-year old granddaughter and I recently made this simple banner of fall leaves to decorate the chandelier above the family table. She came to me with the idea.

This is a fun and simple project for ages 8 and up. Start to finish, it took us 40 minutes, including the time we leisurely discussed different types of trees and their leaf formations. Actual drawing time was about 5 minutes. Cutting took the longest.

What you’ll need (see the photo, right):

IMG_6757

marking pens
colored paper
masking tape (not shown) to hold down the corners of your final drawing
scissors
hole punch
an interesting ribbon or string
leaf samples – a few interesting leaves from outside
(we used some illustrations as our guide)

How to:

  1. Select one or more types of leaf to draw. We got our ideas from the illustrations on the Heritage playing cards,* as this gave us a chance to look at the beautiful variations of leaves from different trees, as well as the overall tree shapes.
A glimpse of a few of tree and leaf varieties that we discussed and chose from.

A glimpse of a few of the tree and leaf varieties that we discussed and chose from.

 

 

We especially liked the shapes of the leaves on the field maple and red oak, shown here.

We especially liked the shapes of the leaves on the field maple and red oak, shown here.

 

 

 

 

 

 

 

 

 

2. Do a few quick sketches and select the ones you like best for copying.

A 12-year old's quick Double-Doodle sketches.

A 12-year old’s quick Double-Doodle sketches.

My quick Double Doodling of willow leaves. It's fun to use 2 colors; though not essential.

My quick Double Doodling of willow leaves. It’s fun to use 2 colors; though not essential.

3. Tape the corners of your paper to a table, so that it’s squarely in front of where you’ll be standing or sitting as you draw

4. Align what will be the center (the leaf’s midrib) with your sternum. (If you’re new to the Double Doodle, you can click here for more basic drawing instructions.)

Notice how drawing different parts of your leaf can invite you to make different hand motions.

Notice how drawing different parts of your leaf can invite you to make different hand motions.

5. Draw the outside contour of your leaf. Many leaf shapes are easiest to draw if you turn the leaf so that it’s tip is facing you, and begin by drawing the petiole, the part that attaches to the branch. This way, your hands can move easily toward you in a flowing motion, gliding slightly in and out as you follow any interesting contours of the leaf blade. You’ll see in the photo at left that my granddaughter experimented with drawing the leaves both ways; beginning from the tip (far left) and from the petioles (larger drawings at right). In some cases, we used our leaf templates as a jumping off point to create our own imaginative shapes. Leaves are not usually perfectly symmetrical, and yours will probably not be. Imperfections make them more interesting and natural looking. Note: We made the petioles quite wide to accommodate the hole punch.

Some completed Double Doodle leaves.

Some completed Double Doodle leaves.

6. You can draw the leaf’s midrib (it’s midline) with one hand, or else, if you wish to keep going with the kinesthetic feeling of the Double Doodle, place your non-dominant hand on top of your dominant one as you draw this downward stroke. I find it easiest to do the veins and small netted veins at the leaf sides with both hands at once, flowing directionally down and out from my midline.

7. Cut out the leaf shapes.

8. Use your hole punch to make a hole in the bottom of each leaf (see photo, right).

9. Thread the leaves onto an interesting ribbon and then string it on a mantle, in front of a window, or wherever you like.

Happy celebration of autumn!  

My granddaughter threads the leaves onto a silver ribbon she found in the gift recycle.

My granddaughter threads the leaves onto a silver ribbon she found in the gift recycle.

*Since I often travel to teach the course Double Doodle Play: A Window to Whole-Brain Learning, I like to have small artistic templates to inspire my students. The Heritage Playing cards offer a wide range of beautifully illustrated cards. For our banner, we used their “Famous Trees,” on Amazon here. Heritage cards also offers a host of other options, including such favorites as Backyard Birds, Ocean Animals, and African Animals.

The Double Doodle is one of 26 Brain Gym activities, from Brain Gym: Teacher’s Edition © 2010, by Paul and Gail Dennison.

You might also like:
Double Doodle Hearts and Flowers for Mother’s Day

Halloween Magic with Two-Handed Play!
Make Double Doodle Pumpkin Faces for Halloween Fun

Why I Love Teaching Double Doodle Play: A Window to Whole Brain Vision

Double Doodle Play Brings Emotional Harmony Following a Stroke

Paul and Gail: Reflections on 2012
Creating Beauty with Two Hands

© 2015 Gail Dennison. All rights reserved.

Brain Gym®  is a trademark of Brain Gym®  International/The Educational Kinesiology Foundation. Click here for the name of a Brain Gym or Double Doodle Play instructor near you.

Children’s Double Doodle Halloween Drawings – Fun and Surprising!

A Halloween Double Doodle (just like any Double Doodle) is down using two hands together.

A Halloween Double Doodle (just like any Double Doodle) is drawn using two hands together.

I always find it a delight to share the Double Doodle activity with children. Sometimes youngsters have gotten the idea that they can’t draw, don’t know how to begin, or assume that it’s going to be hard work. When I show them that they have the option to use both hands at the same time, most are initially doubtful. Such was the case when I invited a group of youngsters ages 6 – 10 in an after school program to draw Halloween Double Doodles with me.

I find that once children experience how easy the activity is, they usually jump right in to explore, as was the case here. And many discover that it’s easier to draw with two hands than with one. The reason, I think, is simple: Doing the Double Doodle can help anyone (of any age) shift away from “trying” to make something perfect—maybe an image that they’ve seen before, or perhaps following a principle of what they were told was “good art.”

Doing the Double Doodle also helps people shift away from a visually-directed effort toward a proprioceptively-directed one—one where the movement of their hands becomes the focus. Once they experience the pleasure of moving their two hands in sync, their eyes can take a backseat to the experience, and they can even be surprised by what appears!

A perfect image clearly isn’t the goal. Yet there’s always something intriguing, playful, interesting, full of character, about the Double Doodles that emerge, as you can see.

For a tutorial on drawing Double Doodle pumpkin faces and some fun images, click here. To see other Double Halloween Doodles, see Halloween Magic with Two-Handed Play! See Why I Love Teaching Double Doodle Play: A Window to Whole Brain Vision for more about drawing and painting with the Double Doodle. For a beginning tutorial on Double Doodle, click here.

The Double Doodle is one of 26 Brain Gym activities, from Brain Gym: Teacher’s Edition © 2010, by Paul and Gail Dennison.

© 2015 Gail Dennison. All rights reserved

Brain Gym®  is a trademark of Brain Gym®  International/The Educational Kinesiology Foundation. Click here for the name of a Brain Gym or Double Doodle Play instructor near you.

 

 

Mom and Me in a Little Boat of Dreams

Mother and me with "Bogie" at the soda shop in Garden City, Kansas, a place she remembered from her teen years.

Mother and me with “Bogie” at the soda shop in Garden City, Kansas, a place she remembered from her teen years.

I always knew my mother to be a dynamic person who could accomplish anything she set her mind to. A Kansas native who grew up during the dustbowl days and came to California in her twenties, she had an indomitable spirit. Along with being a loving wife to my dad, she created a warm home environment where she was primary caregiver in the raising of my three younger siblings and me.

Mom looked for opportunities to bring beauty to the world. As an artist, she always had a project going. From trimming everyone’s hair to climbing onto the patio roof to prune the avocado tree to shaping myriad plants into a veritable botanical garden; from sewing clothes for us children to refinishing furniture, repainting the house inside and out, and painting murals on the living room walls, she was forever finding ways to add some esthetic quality to life. Mother was my first teacher, evoking a love of reading and drawing early on, always engaging me in projects, and genuinely seeking out my thoughts and ideas.

My mother in front of one of the many murals she painted for various family members. This one of a magnolia branch was a gift for her brother and his wife when they were newlyweds.

My mother in front of one of the many murals she painted for various family members. This one of a magnolia branch was a gift for her brother and his wife when they were newlyweds.

Since I saw my mother as a strong woman and creative thinker, it was hard for me to acknowledge certain changes in her as she grew older. When others expressed concerns about her memory, I didn’t see what they saw. Since I know that change is constant, and since (through my Edu-K experience) I know that learning is available no matter the age or situation, I looked for what new learning I could support in her.

We had always liked to sing or paint together, or to take walks around the house and yard, and I saw that often when she thought she wasn’t up to it, after doing just a few minutes of simple movements with me—the Cross Crawl, the Thinking Cap, the Owl, and Movement Reeducation for feet* were some of her favorites—she would be happy to engage in one of these ways. In her later years, I was grateful to be able to facilitate Edu-K balances: helping her to make small improvements in her vision, release neck or shoulder tension, and stabilize her equilibrium in the context of a playful goal. I valued how, many times after doing a few of such activities, she immediately responded by letting go of frustrations, reminiscing more, and participating more playfully with me.

Mother and me when she was 80, in front of the elephant exhibit at the Kansas City Zoo.

Mother and me when she was 80, in front of the elephant exhibit at the Kansas City Zoo.

Yet we lived some distance apart, and as time went on I saw that my visits with my mother weren’t frequent enough to offset her now-sedentary lifestyle: after my dad’s death, the challenges of living alone in a rapidly changing world (and later, the challenges of having a care-giver nearby), and the stress of keeping up the house and garden.

In our phone calls, Mom often seemed stressed, distant, or disheartened, and sometimes she couldn’t seem to recall the conversational topic from a moment ago.

In her aging process, my mother went through a period of frustration and feistiness related to all the losses in her life about which she could do nothing—in particular, she talked about her loss of the strength and resources to be as self-sufficient as she had once been. Then she suddenly stopped talking about her problems or saying anything about how various family members should live their lives. She seemed to retreat and become more of a quiet onlooker. I couldn’t tell if she was having difficulty remembering or was simply no longer able to attend to a structured conversation. I was grateful to be able to do balances** to maintain my own wellbeing, and I found that these brought me continued new ways to connect with her.

After a while, Mom seemed to become an accepting observer of her own suffering, and perhaps the suffering of others as well. She began to empty herself of her everyday concerns and put her attention on something larger—perhaps on the wholeness of her life and the lives of her children.

I asked her once about this change, and she responded, “It’s not something I can tell you about, Gail. But you’ll see for yourself as you grow older.” It has made me wonder how much of memory loss is a choice to behave in a new way—a choice that may not be understood or supported by family members.

Mom, with her brother's assistance, delightedly climbed into the old  John Deere combine and looked off into the distance, as though across the wheat field, as I knew she'd done with her dad countless times in her childhood.

Mom, with her brother’s assistance, delightedly climbed into the old John Deere combine and looked off into the distance, as though across the wheat field, as I knew she’d done with her dad countless times in her childhood.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mom often asked about her family in Kalvesta, Kansas, and for her 80th birthday my son and I decided to take her to her early home for a visit. We had a rich and fulfilling experience, enlivened by Mom’s stories and recollections from every aspect of her childhood. We all enjoyed visiting with relatives and taking some great photos, like the one of Mom pretending to drive her dad’s old combine. I could picture her as a freckle-faced 10-year old, playing with her siblings and friends, and helping her folks maintain the farm.

Yet, on a phone call just days after our return, my mother implored me to take her on a visit to Kansas as though we had never gone. In that moment, perhaps due to my staying centered with such activities as Hook-ups and the Positive Points, I was able to override my inclination to correct her  and respond instead by saying, “Mom, you want to spend time in Kansas, and I like to write. Let’s write a book together about your experiences growing up in Kansas.” I think I imagined that I would hear a story or two that I hadn’t yet heard. Without hesitating, Mom responded, “Okay. Well, it should begin like this:”

What I remember most about growing up in Kansas is looking out over the vast, vast country, as far as I could see, and watching the fields of ripe wheat blowing back and forth. The wind would sometimes push the wheat till it lay right down on the ground, and then lay it down the other way, or blow it in circles—the golden tassels just whirling in the wind.

The wind was always an important presence in our lives—blowing our hair, our hats, and our dresses. For people who have never seen Kansas, a state right in the center of the United States, it might be hard to believe what it was like there in the 1920s and 1930s. Not everybody could understand Kansas, and many wouldn’t like it.

The golden wheat fields of Kalvesta, Kansas, after the fall harvest. Post-harvest, when everyone gets to relax, proved to be a good time for our visit.

The golden wheat fields of Kalvesta, Kansas, after the fall harvest. Post-harvest, when everyone gets to relax, proved to be a good time for our visit.

Tears filled my eyes as I scribbled verbatim notes as fast as I could write. Remarkably, for this moment my mom was no longer withdrawn or at a loss for words. She had apparently been waiting to tell this new version of her story, and she told it as quickly and eloquently as if she were reading it aloud.

The windmill at Mom's childhood home.

The windmill at Mom’s childhood home.

After this, each time I called my mother I would do some Brain Gym activities, with the intention of being able to stay present with her and draw out more of her story. I would briefly catch her up on family events. She might at first seem not to remember about the book, yet as I read back to her some of what we had written and held that attitude of inquiry, she would most often continue her narrative with enthusiasm.

Within a few months we had completed a small, wonderful book—one that I treasure still as one of Mom’s great gifts to the family. Even more valuable to me was the bond that we deepened as she shared her thoughts and stories.

On one of her visits with me, Mom had some difficulty in walking, and needed to lean against me in order to get around. I figured out that her medication was affecting her equilibrium, and asked the doctor if I could wean her off of it. He agreed.

In the few days of her visit, we did Brain Buttons, the Thinking Cap, Balance Buttons, and Hook-ups together, as well as a lot of cross-crawling. Without the medication, Mom had some difficult moments of anger, despair, and irritation. Yet, each time, I was able to assist her in using the activities to calm herself, access greater strength and balance, and put any concerns into words. Within the first half a day, she was walking with a steadiness and vigor that I hadn’t seen for a while.

I also discovered that if Mom sat on a stool with her back to me, in front of the chair I was sitting in, I could wrap my arms around her, crossing her arms over her chest, and rock her very slowly from side to side in the My Little Boat*** movement. She found this soothing and restorative, and would sometimes hum as we rocked, as if she were rocking me. We would both quickly became more centered and connected; sometimes she would doze off and I would simply hold her hand.

Over the next couple of years, this activity became one of my favorites to do with Mom. It offered us many restorative moments, and afterward our visit would be characterized by the kind of conversation and relating that we both found so fulfilling. 

 

* The Brain Gym® activities mentioned here are from Brain Gym®: Teacher’s Edition by Dennison and Dennison, (c) 2010; Movement Reeducation for feet is from the course Educational Kinesiology in Depth: Seven Dimensions of Intelligence.

**An Edu-K balance offers five steps to easy learning. The balance process, along with 11 Action Balances and the 26 Brain Gym® activities, are all taught in the introductory course Brain Gym® 101: Balance for Daily Live (see instructor link below).

***The My Little Boat** activity is one of the twelve Integrated Movements from Educational Kinesiology in Depth: Seven Dimensions of Intelligence.

© 2013 by Gail E. Dennison. All rights reserved.

Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you.

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