Balance Your Life

Balance Your Life INTEGRATED LEARNING THERAPY (ILT) & CAREER GUIDANCE SERVICES After her recovery, she started her own Private Practice, Balance Your Life.

"I am an Artist by gift, and Industrial Psychologist, Educator & Therapist by Education and Experience, a Wife and a Mother by Miracle, a Home-keeper, Taxi Driver, Organiser, Chef, Healer, Advisor, Gardener and Companion by choice. My Career is a "Way of Life", rather than a job" ...

Marguerite has a Masters degree in Industrial Psychology and a Post Graduate Diploma in Higher Education and Train

ing from Rhodes University, and is a member of SIOPSA. Marguerite spent several years employed in corporate environments, as well as working as a lecturer / trainer / coach in Industrial Psychology and Human Resource Management. After narrowly cheating death in a major car accident, she decided she needed to re-prioritize her life and get it back in balance. In addition to embarked on further study and is now also a certified Integrated Learning Therapy (ILT) Practitioner. She currently lives in Cape Town with her husband and young son and is passionate about assisting others (especially the youth) to make the most of their lives. Balance Your Life is your go to for Education, Career and Lifestyle Guidance which will allow you to DISCOVER YOUR PASSION - REACH YOUR TRUE POTENTIAL - OBTAIN YOUR DREAM JOB - and MASTER A WORK / LIFE BALANCE

Operating from Cape Town, South Africa, Balance Your Life's clients are offered the benefit of face-to-face consultations, or technology-assisted distance-consultations from anywhere in the world.

21/05/2026

For Parents and Teachers
Understanding an anxious child
Written by Dr Shirley K***t

You may wonder why your child is prone to anxiety. Why she so often resorts to tears, fears and avoidance behaviours. While there are many possible reasons for this, it is sometimes useful to consider the actual development of the brain and how this may contribute to becoming an anxious person.

A principle of brain development that was described by the neurologist John MacLean, demonstrates that the brain develops from the bottom to the top and from inside out. The more primitive systems, being the brainstem, pons and medulla, develop first. This makes sense because they are our survival systems, controlling unconscious functions like heartbeat, breathing and so on. The systems regulating our emotions (the limbic, thalamus, hypothalamus and so on) develop next. Finally, the cortical systems that act as an executive control centre including decision making, problem solving, attending, controlling impulses and more, complete development at about the age of 25 years. These are the ‘smart’ brain systems.

Brain scans and imaging have shown how the primitive brain systems take over higher systems in situations of danger or threat. This is due to the natural need to enhance our survival and explains why when faced with a threatening situation, we cannot think clearly or act rationally. Oxygen supply to higher brain systems is reduced so that more oxygen can be directed to muscles and other body parts required to protect ourselves by fighting or running away. When in imminent danger, we don’t need to stop to problem solve – we need to react instinctively to survive. This summarises the stress responses of fight or flight and is a useful mechanism when really needed.

The downside is that if the stress response is activated too much or too intensely at a very early age (within the first twelve months from birth), the development of neural pathways to the brain’s frontal systems becomes compromised.

The reasons for this are threefold. First, the primitive systems are activated very strongly and stronger wiring in the survival brain systems results in weaker wiring in the higher level ‘smarter’ brain systems. This results in the development of the ‘anxious brain’. Secondly, chemicals are produced that are linked to the primitive brain structures. These chemicals (adrenalin, cortisol and others) are geared towards enhancing primitive survival and inhibit chemicals such as serotonin, which is geared towards smart brain development. Thirdly, ongoing electrical activity (firing between neurons) in the primitive systems strengthen the neural connections so a viscous cycle results – with primitive brain areas being gradually more and more in control with less ability to use the higher level smart brain systems.

This is why a well developing brain needs a safe, enriched environment to develop. Secure, enriched environments downregulate the overactivation of primitive systems that result in an anxious brain developing. If the child’s environment is compromised, it constantly activates threat or risk of not surviving, leading to the protective behaviours that are seen in stress responses. It is simply devastating for healthy neural development. Remember too that it isn’t only an emotionally unsafe environment that can predispose a child to becoming anxious. Physically illnesses also convey a sense of dis-ease and insecurity so even in the most loving and attentive families, a child prone to illnesses may be at risk for developing an anxious brain.

In order to help, what is needed is a bottom-up approach. It doesn’t help to ‘talk’ a child out of being anxious. Remember that the higher brain systems aren’t functioning efficiently. You are not going to want to discuss philosophical matters while a snarling dog is rushing towards you. The child has to be helped to feel safe both physically (including health) and emotionally.

Some of the basic needs that should be met in order to promote development and wellness are:
• The need for control (having our survival needs met, such as being fed when hungry, comforted when distressed) and understanding the situation. The latter refers to a child needing help to appraise a situation and to understand why she feels as she does)
• The need for attachment (closeness of the primary caregiver; trust)
• The need for distress avoidance and pleasure maximization. (We are all motivated towards pleasant experiences and avoid unpleasant or painful ones. This includes physical, psychological, emotional or social states, which we automatically evaluate as either ‘good’ or ‘bad’.) A child needs more ‘good’ experiences than ‘bad’ in order to develop optimally.
• The need for self-esteem enhancement and self-esteem protection. A child needs to evaluate her or his worth as a person as valuable and worthy. Positive feedback from others and unconditional love are important to developing a healthy self-esteem.

Fortunately, we know that the brain is plastic and can be changed. Neural connections can be established or weakened so by contributing to the child’s sense of security, her brain can reorganize the neural networks and begin to shift the firing of primitive systems to those of the higher level systems.

Stress is a major factor in children with learning difficulties, which is why Integrated Learning Therapy (ILT) practitioners address signs of stress in our clients. For more information about ILT, visit our website www.ilt.co.za. We also list practitioners around the country and elsewhere if you are looking for help.

If you would like to receive more articles like this, remember to Share and Like the ILT page.

Image supplied by Freepik.

15/10/2025

For Parents and Teachers
Systems supporting learning
Written by Dr Shirley K***t

At Integrated Learning Therapy, you might often hear us comparing children to a house. Strange, but true! Let me explain.

It’s important to remember the way a child’s brain develops and how that development may impact on learning. We tend to look at a child’s difficulties in school and analyse the symptoms the child is showing to better understand the nature of his or her problems. The trouble with this approach is that it keeps our focus on the symptoms of the problem, rather than the underlying cause.

Integrated Learning Therapy (ILT) tries to avoid this by teaching how a child’s brain develops and what needs to be in place for learning to be efficient and effective. This is where the example of a house comes in. Children, like a house, need strong foundations. It is useless trying to build walls and complete a house on poorly laid or non-existent foundations. Once the foundations are in place, walls will stand firm; no cracks will open up around doors and windows, and the roof will not leak. When foundations are poor, we spend a lot of time trying fruitlessly to patch cracks and leaking roofs; as soon as we have finished patching an area, the foundations shift and we have to start again.

This is the reason why so often, remedial work done shows no real, quick gains. After all, if teacher A has not managed to help a child learn to read, why should teacher B succeed? Efforts may bring results, but these often take long and require considerable work on the parts of both adult and child. On the other hand, when the root cause of a learning difficulty is identified and corrected, gaps in learning become more quickly and easily filled.

So the very first step to take when considering a child who is not able to function in school, is to look at his or her foundation systems, to identify which did not develop as they should have. Remembering that movement (and experiences from the environment) is responsible for many of the most basic foundational systems, it becomes possible to use specific, controlled and slow movements to give the brain a second chance to lay down strong foundations. Once this is done, the house becomes a haven and learning can take place with far greater efficiency.

Here’s a short video clip for you to watch which explains this further:
https://youtu.be/OC_UIi26tNE

Do visit our website www.ilt.co.za to find out more about ILT and also contact us if you are interested in taking one of our courses to help you better understand children’s development. Our courses are accredited for CPTD points with SACE and also earn you credits towards further qualifications with ETDP-SETA. Earn while you learn 

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27/08/2025

For Parents and Teachers
The power of play in childhood
Written by Dr Shirley K***t

We are very aware of how children love to play. Indeed, they need to play. Not only because it gives them pleasure but also because it is a vitally important part of their learning.

Texas A&M University published an article stressing the power of play. In it, they write that play is how young children make sense of the world. Through their toys, they use play to explore, experiment, and learn.

Research recommends that, in early childhood, children have at least an hour of open-ended play each day. During this time, they should be encouraged to ask questions, test ideas and engage in creative thinking. Play is not just fun but forms a foundation for their development and learning. Play supports cognitive growth, language and communication skills, social and emotional development, physical coordination, creativity, and overall school readiness.

The writers offer some tips as to how parents can support their child’s development as they play. Here are three strategies.

Let your child lead

Notice what your child is already doing during play. You don't need to give instructions or take control — just follow their lead and support their curiosity. Join in by asking open-ended questions that encourage deeper thinking. For example, if your child is building a tower, you might say, "Oh no, it keeps falling! What can you do to make it stronger?" Being nearby and engaged shows your child that their ideas matter and helps them build problem-solving skills through play.

Provide a variety of materials

Instead of offering just one type of toy, try giving your child multiple kinds of play materials at once. For example, provide blocks as well as cars, dolls, and figurines too! Your child might build a house for the dolls or create an entire town with roads, buildings, and characters. Mixing materials encourages creativity, problem-solving, and storytelling, opening the door to endless imaginative possibilities.

Narrate and label

As your child plays, talk about what they're doing in the moment. This might sound like narrating emotions— "I can see you're feeling a big emotion right now. You seem excited to start building with the blocks?"—or labelling their actions— "Wow, you are building a tall tower! You were so creative in the way you built your tower with more blocks on the first row and just one block on the last row!" By narrating and labelling during play, you help your child develop language to describe their behaviours, build new vocabulary, reinforce concepts like colours, shapes, and actions, and support their emotional awareness.

Most importantly, describing children's behaviour shows your child that you're tuned in and encourages them to keep exploring and expressing themselves.

Integrated Learning Therapy (ILT) strives to uncover the root causes of puzzling behaviours and learning difficulties in children. Visit the website www.ilt.co.za to learn more about this approach.

We list practitioners near you to help as well as the accredited courses we offer parents, teachers and other helping professionals to become more knowledgeable about brain development and what might go wrong.

Teachers earn 15 TCPD points from SACE for successful completion of the course.

ILT 1 courses are available as attendance or by correspondence. Details are on the website but you are welcome to contact us at ilt.icon.co.za.

Remember to Like and Share this post to receive more.

Article provided by Texas A&M University
Image provided by Freepik

19/03/2025

For Parents and Teachers
Learning difficulties: How we can rewire the brain
Written by Dr Shirley K***t

(Acknowledgments to Svea Gold and Sally Goddard)

The brain has gazillions (is that a word?) of neurons – that we call ‘wires’ – and these neurons need to communicate with each other so that we can function. This means that there are trigazillion (my new word) connections in the brain. It is rather remarkable that most of us manage to form these neurons and their connections without faults but we need to remember that there are many things that can go wrong.

Thanks to research, we’ve had confirmation that things suspected through observation and experience are facts. We now know that by carefully watching how a child moves and what a child needs to do to meet an expectation from school or his home, we can get an idea of where in the brain the problem lies. Then, by giving the child’s brain a chance to repair itself, we can bring about positive changes.

This isn’t up-to-date news. Way back in 1996, a writer in an edition of Newsweek focusing on Your Child’s Brain wrote “…. There is new evidence that certain kinds of intervention can reach even the older brain and like a microscopic screwdriver rewire broken circuits.” This was about the time that I was researching ways of helping children – giving rise to ILT in the year 2000. You can imagine my excitement!

So today let’s have a look at an example of how we apply neurodevelopmental insights to solve a child’s learning problem.

An important reflex movement

It’s significant that many children with learning difficulties have no Headrighting Reflex (HRR). This reflex shows when the angle of the body in relation to the ground shifts – in other words, the body tilts to either side, backwards or forwards. The reflex automatically adjusts the head to remain in a nearly vertical position. In a less well coordinated child, the head does not remain or immediately return to the vertical position but stays in line with the body. In other words, the child’s head moves in line with his spine.

If the head rights itself, there is very little shift in the background compared to when the head tilts in line with the spine. (Try this yourself by swaying to each side, alternately keeping your head still in a vertical position and allowing it to align with the spine.) Such a child will find himself in a constant state of visual strain because one of the reasons for this reflex is to stablise visual images on the retina of the eye. There is little wonder that children who don’t have this reflex may have reading problems.

Giving a child the HRR

This is where a knowledge of neurodevelopment can help. We need to give children a HRR if they haven’t developed one themselves. How do we do this?

Different parts of our bodies are controlled by different nerves but it is wise to remember that nothing stands alone. No function of the brain operates in isolation. For example, when your vestibular system (in your inner ear) is stressed (perhaps by movement), you get seasick. You feel this in your tummy and it happens because of the intimate interconnectedness of different nerves. The vagus, one of the ten cranial nerves, is responsible for causing your stomach to revolt against the movement registered by an overwhelmed vestibular system.

The HRR is influenced by another cranial nerve that controls the trapezoid muscle. This muscle controls the movements of the head and neck. If a child hasn’t developed the HRR, it is likely that there is a poor connection between the trapezoid muscle and the cranial nerve that controls it. Our job would be to connect this muscle and we use a seemingly simple movement activity to do so.

The original movement came from Carl Delacato, who worked for many years with learning disabled children. He found that having children lie on the floor and moving their arms, legs and head in a way that resembled the movement of a ghecko or lizard, caused significant and positive changes in the brain.

The Flip Flop movement

The benefits of the Flip Flops are many. Information goes into both sides of the brain as the muscles move equally on both sides. At the same time the brain gets sensory information from the weight of the body moving across the surface on which the child is lying. This is very important because during later development the brain is constantly having to coordinate information received from the two brain hemispheres to allow for stereophonic hearing, posture and vision. So with our Flip Flops, we are not only stimulating the cranial nerve to connect to the trapezoid muscle but also influencing vision, hearing and balance. Through this, information is communicated to many other brain areas, especially to the cerebellum, the midbrain and the thalamus. The thalamus is an area of the brain that acts as a gate-keeper – either allowing sensory information to pass through to higher brain (cortical) areas or not. If it fails to allow certain information through, the important messages will not arrive at the proper destination.

So in short, by giving a child a (seemingly) simple activity, we are effecting profound changes in brain function. We can’t control what comes out of the brain but we certainly can control what goes in. This helps the brain receive the information it needs to correct faulty wiring.

Other reflex movements are significant too

Giving the child a head-righting reflex is good but we need to test for later developing movements as well. Once we’ve made connections in the lower brain regions, we have to persevere to encourage connections needed for more sophisticated functions.

When you bring about better neurological organization, you are addressing basic problems in the various areas of the brain. This enables the child to function independently and with improved abilities in many different spheres of life. Such children seem to ‘get it together’ and with this, their self-esteem and confidence soars.

Integrated Learning Therapy (ILT) strives to uncover the root causes of puzzling behaviours and learning difficulties in children. Visit the website www.ilt.co.za to learn more about this approach.

We list practitioners near you to help as well as the accredited courses we offer parents, teachers and other helping professionals to become more knowledgeable about brain development and what might go wrong.

Teachers earn 15 TCPD points for successful completion of the course as well as credits from ETDP-SETA for further studies in Special Needs Education. Parents are also credited with ETDP-SETA and so ILT can be a pathway to further academic study.

ILT 1 courses are available as attendance or by correspondence. Details are on the website but you are welcome to contact us at ilt.icon.co.za.

Image supplied by Freepik

19/02/2025

For Parents and Teachers
Is your pre-schooler being labelled as ‘ADHD’?
Written by Dr Shirley K***t

It’s come to my attention that quite a few very young boys are being described as ‘ADHD’ or hyperactive. They seem to be regarded as being overly ‘busy’, mainly by their preschool teachers. Are we forgetting that most young children are highly active, energetic and generally spend much time ‘on the move’? My long years of experience have shown that highly active young boys generally settle down as they grow, perform well at school and fail to develop any attention or other learning related problems.

So why are teachers sometimes labelling youngsters incorrectly? Perhaps we need to consider how they come to this decision and consider what other aspects may be contributing to the children’s inattentive behaviours.

A child who fails to concentrate in one situation is in danger of being seen as a child who can’t concentrate in any situation. If a child doesn’t sit still he is in danger of being called hyperactive. His parents might be panicked into believing hyperactivity and poor concentration are permanent conditions which will need specialist treatment, including medication.

Highly mobile youngsters may show a disinclination to sit down and engage in table tasks. Their preference will be for outdoor play, usually very physical. Or others may seem to dislike concentrating on teaching materials, rejecting colouring-in, crafts, puzzles and so on. They prefer any number of other games or activities that are enjoyed at home. Boys in particular need to be physically engaged and take much longer to adapt to more sedentary tasks. They may not want to concentrate on the teaching events, listen to stories sitting quietly in a circle, or follow the teacher’s instructions.

Check his concentration

You can check whether your child can concentrate by giving him something to do which he enjoys doing, and which takes concentration. If your child can pay attention to the activity for at least five minutes you will know he can concentrate (and sit still). It’s important to emphasise that if someone can concentrate in one situation, then the problem is not an inability to concentrate. If your child’s attention wanders before the five minutes have passed, maybe he does need your help. The nature of the help will depend on your assessment of the situation so let’s consider some relevant points.

1. Have realistic expectations. Some children seem to be able to concentrate better than others. If you compare one child to others, you may be unrealistic in terms of what he can and can’t do. Instead, compare what your child is doing this week with what he was doing last week; how he behaved when he went to bed last night; how he played with other children at school compared with how he plays with them at home. When you focus on your individual child and notice changes in his behaviour, it helps avoid becoming trapped into thinking that your child has a problem simply because he’s different from others.

2. Avoid using checklists. Checklists can convince you that your child has a serious problem because they can be so all inclusive that parents or teachers will find something on the list that applies to that child. They make you feel they are describing unusual behavior but often they are only describing things that every child will do sometimes. Checklists for ADHD can include the following questions:

• Does your child forget instructions?
• Does your child have a short temper?
• Does your child fidget?
• Does your child constantly ask questions?
• Does your child leave his bedroom untidy?
• Does your child produce messy work?
• Etc.

Doesn’t this look like a list of the stages that all children go through and outgrow?

3. Does your child know how to pay attention? Some children will seem to pay attention automatically. However, every child learns differently and for some, the ability to attend doesn’t come naturally. They need help in learning to concentrate and the good news is that concentration can be taught. For children to learn concentration, they must be given responsibility, must feel that their contribution to family life matters and must have the chance gradually to develop the skills everyone needs in order to be able to function successfully.

4. Does your child only pay attention when it suits him? The reason for this may be because what he should be doing is: too difficult, too boring, too tedious or not clearly understood. The child will simply try to get out of something he doesn’t want to do or feels incapable of doing. This avoidance behavior needs investigating and a good place to start is to find out whether or not he understands how to learn or how to approach the task given. If children are not expected to learn to do things at home, they may struggle to learn at school. Setting the dining table is a good example of an age-appropriate task that can be used to teach a young child to learn. It’s a simple everyday activity but it needs a system. While busy, your child will have to keep thinking until the job is done. Having chores to do at home are good learning opportunities that have unexpected spin-offs!

What to do?

If reports from school concern you, don’t ignore them but don’t overreact either. First do your own assessment of the situation and then, if need be, find a helping professional that will look holistically at the situation. While most of the younger boys suspected of having ‘ADHD’ will not need intervention, some might well benefit from help. Unusual behaviours can have many different causes – which is why ILT practitioners are taught to consider all possibilities. The website www.ilt.co.za contains more information and sources of help.

Image supplied by Freepik

I had such an interesting morning doing the work I love and was ‘called’ to do. I did back-to-back Integrated Learning T...
18/07/2024

I had such an interesting morning doing the work I love and was ‘called’ to do.

I did back-to-back Integrated Learning Therapy (ILT) Assessments on 5 very different students. A Grade 9 female, a Grade 8 male, a Grade 1 female, a Grade 4 female and a Grade 6 male.

The exact same assessment was conducted on all 5 student irrespective of their age, gender etc.

What was so interesting to observe was how in some cases the Grade 1 did a task better / more easily than the Grade 9 for example, and at other times tasks I assumed a Grade 8 would find easy was hard but easier for a Grade 4. Then the Grade 6 would find a task easy that the Grade 4 found impossible.

It just goes to show how we all develop at our own pace, and nobody should dictate that pace.

I love that I get to be part of so many students’ journeys to getting where THEY need to be!

27/06/2024

For Parents and Teachers
Adolescents with learning problems: Are they too old to help?
Written by Dr Shirley K***t

Some teachers believe that older children or learners in High School who struggle with academics and the demands of school are too old for therapeutic interventions. They stop looking for signs that could indicate the underlying cause of the problem and instead revert to other ways of helping. Ways of organising their daily routine, courses in study skills and other remedial aids are offered instead. But is this the best way of helping? If the cause of the learning difficulties was not correctly identified and addressed during Primary School years, why is the older learner denied help or even further help once he reaches higher grades?

Older learners and even adults carry with them unresolved neurodevelopmental issues that can make life more difficult for them. As an example, I remember clearly how, during one training session, a mature adult was found to have a retained primary reflex. Anyone who has studied Integrated Learning Therapy will be aware that we teach how the reflexes play a significant role in the development and subsequent functioning of the brain. This is the reason why we include reflex testing in our assessment of learners – no matter how old. The adult in question showed a strongly present ATNR (Asymmetrical Tonic Neck Reflex) – which means that movement of her head initiated overflow movement of her arms. On hearing this, she exclaimed that it explained why she had such trouble driving her car. She was forced to look straight ahead at the road because if she turned her head to look sideways, her arms would involuntarily turn the steering wheel in the same direction. A dangerous thing to do when driving! A few months of daily repetition of an activity helped her to resolve this problem.

The fact is that we’re never too old to restore more efficient functioning of the brain. For hundreds of years this idea was inconceivable because mainstream medicine and associated fields of study believed that brain anatomy was fixed after a certain age. It was commonly believed that after childhood, the brain only changed when it began to age and decline in functioning. If brain cells failed to develop properly in the first place, or were destroyed due to illness or injury, they could not be replaced. Today we know differently. We all accept that after severe brain trauma, such as a stroke, the patient has a chance of recovering part or even full functioning. This is because the brain finds a new way to function if part is damaged; often it builds new neural pathways around the site of injury.

So the brain is capable of changing – and it can do so across the lifespan. This is due to what is called ‘neuroplasticity’. Neuro stands for ‘neuron’, the nerve cells making up the brain and nervous system, and plastic for ‘changeable, modifiable, malleable.’ Even eighty-year olds can use neuroplasticity to sharpen their memories and regain earlier mental abilities.

With this knowledge, it is clear that we might be neglecting our older students if we fail to consider what might be interfering with their brain’s ability to cope with schoolwork. By evaluating the way their brains developed, assessing vital brain systems that support learning and considering all other factors that could have negatively affected brain structure and function (and perhaps still are), learners of all ages can be helped.

For more information about Integrated Learning Therapy and our neurodevelopmental approach, visit our website www.ilt.co.za. We offer training courses to parents, teachers and helping professionals and details of those are on the website. In addition, you can contact us at [email protected].

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27/03/2024

For Parents and Teachers
Our active brains
Written by Dr Shirley K***t

Another post on the value of movement? Yes. There are so many compelling reasons to keep reminding educators of the need to encourage children to move. At home, they have to have time for energetic play away from screens and sedentary toys like Lego. At school, they need frequent breaks to enable the body to best support the learning brain.

By this time, you should be realising that the brain does not benefit more from sitting at a desk busy with reading, ‘riting and ‘rithmetic than running, playing and learning while moving. Instead, the evidence increasingly supports the view that working the muscles of the body benefits the brain. In fact physical activities can alter the structure of the brain in very precise ways.

One important brain area that benefits from aerobic exercise is the hippocampus. This is at the core of the brain’s learning and memory systems and research has shown that it grows as people get fitter. In addition to improving memory in general, there are studies to show that exercise accompanying learning can improve memory formation. A German study showed that walking or cycling during (but not before) learning helped memorise vocabulary of a new foreign language. So walking around while revising study material may be more helpful than sitting at a table.

Exercise has been touted for helping focus and the ability to stay on task. We keep pleading for more schools to take cognisance of the value of interspersing lessons with bouts of aerobics-style exercise because there are studies to show how this improves the attention spans of learners. And even more significantly, a study in the USA showed that daily extra-mural sports classes improved the executive functioning in children. This was shown by their becoming more able to ignore distractions, to multitask and to show improvement in working memory, being able to hold and manipulate information in their minds.

An exercise programme doesn’t need a great deal of planning or space. Many homes and schools lack outdoor space but there are beneficial games that can be introduced needing very little. A large group of German teenagers improved their attention span by merely boucing two balls at the same time for 10 playful minutes.

Apart from the mental benefits, we know that movement also has powerful effects on mood and can be used to lift depression. It also seems to be able to boost creativity and divergent thought.

Our brains don’t operate alone; we have to forget the very old and outdated belief that the body is there merely to carry the brain around. There is so much evidence about the value of movement and it should be translating into school policy and home habits.

Content of this post is partly based on the writing of Ben Martynoga. He is a neuroscientist and science writer. He tweets at .
Integrated Learning Therapy (ILT) looks for and addresses the underlying causes of children’s learning difficulties. Visit our website at www.ilt.co.za to read more about our approach. We also offer accredited courses for teachers and parents to better understand brain development and function and what interferes with children’s ability to succeed at school without too great an effort. Practitioners are also listed to help families in need.

Remember to Like and Share our page to receive more articles like this one.

Image supplied by Freepik.

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