PRESCHOOL–HIGH SCHOOL PARTNERSHIP TO ENRICH DEVELOPMENT OF INFANTS AND YOUNG CHILDREN WITH MOVEMENT DYSFUNCTION

Abstract

Purpose: The purpose of this presentation is to describe an innovative Preschool - High School partnership program designed to enrich the motor development of preschool children with immature or atypical movement patterns. Description: Because young children require many repetitions to learn new motor skills and because direct physical therapy intervention in public schools is typically limited in frequency and duration, we developed a program whereby high school students can enhance the development of young children in a preschool classroom. Using the Child Directed Functional Movement Facilitation (CDFMF) model, high school students work with children in the preschool classroom after receiving special training from the physical therapist. The primary goal of CDFMF is to take the fear of movement away from the child, which allows the child to learn more effectively from the teacher in the classroom. High school students participate up to 5 hours each week in the classroom and earn college credit from a local community college for their work in the program. Using the CDFMF model, they are taught how to provide physical cues and guidance to increase the number of repetitions of “normal” movement. For instance, the high school students are taught how to assist a child into an active 1/2 side-sitting position, rather than allowing the child to W-sit. This encourages the child to activate the abdominal muscles as well as to develop trunk extension and postural reactions during classroom activities such as circle time. With the physical guidance provided by the high school students, children participate in many more repetitions of transitional movement throughout the preschool session than they would without the presence of the high school students in the classroom. All children with atypical or immature movement are provided direct physical therapy intervention by the physical therapist in the classroom, but in addition, experience increased movement repetitions due to the participation of the high school students in the classroom. As a result, the children participate more fully in all of the preschool classroom experiences, including activities that enhance cognitive and language development. Summary of Use: Through this innovative preschool-high school partnership, children in a preschool classroom have increased opportunities to move using appropriate movement patterns during child-directed activities. By implementing this model, physical therapists have the opportunity to increase the number of movement repetitions for young children on their caseload who have immature movement or atypical movement patterns. Importance To Members: By using trained high school students, physical therapists can extend their influence on motor development and increase the number of movement repetitions in young children. In times of fiscal constraint in all early childhood education programs, this model will allow physical therapists to maximize development of children with movement dysfunction.