THE FRIDA METHOD® INSTITUTE FOR NEURODEVELOPMENT
WHAT FORM US - CHILDREN
What Forms Us - Children Program
Frida Method Brain-Body integration program for children 0 -11
Nurturing a child’s brain to support successful learning and confidence
Learning disabilities, sensory processing issues, trauma, and neuro-immune factors can significantly impact children's brain development. Our exploration into healing children aims to address the question: Are we influenced more by our genes, our environment, or the interplay of both? Research indicates that our personal development is rooted in both genetic and environmental factors, with early experiences playing a pivotal role in shaping our identity and expressing our potential.
What exactly influences a child’s development during crucial formative years? Up until around age 12, every interaction, every smile and word, contributes to early brain development and the formation of the nervous system – the foundation of who a child will become.
Early experiences shape our thoughts, emotions, and actions. If a child’s needs go unmet, if attachments are not established, or if challenges arise, there may be a perception that a child has been set on a disadvantageous path for life. However, brain plasticity allows nervous system patterns to be rewired. All individuals can realize their potential, regardless of past experiences.
"Children who have healthy relationships with their primary caregivers are more likely to develop insights into other people’s feelings, needs, and thoughts, which form a foundation for cooperative interactions with others and an emerging conscience. Sensitive and responsive parent-child relationships also are associated with stronger cognitive skills in young children and enhanced social competence and work skills later in school, which illustrates the connection between social/emotional development and intellectual growth."
Quote from Harvard’s Center for The Developing Child
Brain Developement
FridaMethod® adopts Ayers' definition of Trauma as events overwhelming the brain and body, surpassing the capacity of the autonomic nervous system. The development of the nervous system through sensory processing and integration of primitive reflexes is vital for early brain growth. We are influenced not only by our caregivers but also by the physical, cultural, and social environments surrounding us.
The values of our upbringing significantly shape our identities, influencing how we are treated and the values we impart to our own families.
The normal process of sensory motor development as its relates to the development of normal postural behavior and total patterns of motor coordination, it will be necessary to:
- Identify the normal sequence for developmental postural reflexes,
- Relate postural reflexes sequence to sensory motor development
- Place postural reflexes in their proper perspective to movement, tone and intervention
Effects of Trauma
Maturation and integration of the lower centers contributing to the development of higher centers, with more inhibitory control from the higher centers, the mass movements are integrated and goal -directed movements, which depend on the higher control within the Central Nervous System are developed.
(Mary Fiorentiono)
Maturation of CNS components
Head control
Flexor and extensor balance
Ability to rotate within body axis
Equilibrium reactions to maintain balance in sitting, standing and walking
Trauma is delayed maturation of the Central Nervous System.
From infancy, a strong foundation for expressing our full capabilities is established as babies navigate and interpret their surroundings. Most brain development occurs before the age of five. While our brains can "rewire" themselves, creating a solid foundation early on is crucial to avoid gaps later in life. Thus, the experiences, relationships, and environments encountered during these formative years create neural pathways that shape lifelong learning, behavior, and health.
Many young children silently endure experiences that are stressful, challenging, and fear-inducing. Parents, caregivers, and teachers can greatly benefit from understanding early neurodevelopment. The Frida Method® program helps children and their caregivers overcome fear responses and equips them with skills for lifelong learning. Recognizing the stages of alarm responses can guide adults in supporting children effectively.
Frida Method® is the only method that works with both bottom-up and topdown approach as part of its process.
The 8 Sensory Kids
Kids present most of the time a combination of above mentioned challenges.
For example meet following kids:
Some children constantly seek heightened stimulation through touch, movement, and various sensory experiences. They may not process inputs like others, leading them to act in ways that appear disruptive or maladaptive.
Indicators that a child could be a sensory seeker include:
- Standing too close during conversations and lacking awareness of personal space
- Enjoying rough play, such as jumping and crashing into things, sometimes in unsafe ways
- Actively seeking out loud noises
- Not realizing their own strength, which may result in broken toys or unintentional harm to others
- Chewing on clothing or putting food in their mouth to explore sensations
- Unusual pain tolerance
Gross Motor Matt
Sensory sensitivities can result in challenges with motor skills. Children who dislike tactile experiences may avoid crawling, which can hinder the development of gross motor skills necessary for strength and coordination.
Signs that a child might experience difficulties with gross motor skills include:
- Delayed or awkward crawling patterns
- Preference for a W-sitting position for added stability
- Using both feet on every step when navigating stairs instead of alternating
- Struggles with hopping, galloping, or skipping
- Lagging behind peers in ball skills, such as throwing and catching
Fine Motor Maya
Some children's muscles and joints may not effectively signal their body's positioning, making it challenging to maintain stable posture. This stability is crucial for developing skills like bilateral coordination, which is essential for fine motor tasks.
Observations that may indicate fine motor skill delays include:
- Lack of coordination in tasks requiring both hands, such as holding paper while coloring or threading beads
- Avoiding the use of fasteners like buttons and zippers
- Weakness in pencil grip
- Struggles with handwriting quality
Visual Perceptual Pete
Children may interpret visual information differently due to distinct visual perception capabilities. This refers to how they understand and assign meaning to what they see.
Signs that a child might have visual perceptual challenges include:
- Poor hand-eye coordination
- Turning their head instead of using their eyes to track objects
- Difficulty identifying specific items among various options
- Trouble smoothly transitioning their gaze along a line while reading
- Reversing letters or words after reaching second grade
Oral Motor Mason
Various sensory challenges—such as low muscle tone, tactile sensitivities, or difficulties with motor planning—can lead to specific oral motor needs.
Indicators that a child might have these needs include:
- Low muscle tone presenting as an open mouth posture or drooling
- Seeking oral sensations through sucking or biting on hands, clothing, or objects
- Difficulty with drinking from a straw or sucking
- Sensitivity to food textures and temperatures, contributing to picky eating habits
Motor Planning Penny
Children continuously engage in motor planning, which is the process of conceptualizing, planning, and executing new motor tasks. Those with apraxia face challenges in coming up with new ideas, planning necessary body movements, and sequencing these actions.
Signs that a child might experience apraxia include:
- Trouble coordinating muscles for biting, chewing, and swallowing
- Unclear speech due to incorrect articulation of sounds
- Uncertainty about how to interact with playground equipment
- Challenges in mimicking actions in games like Simon Says
- Skipping steps in tasks, such as pulling a shirt over the head before unbuttoning
Sensory Avoider Andrew
Some children perceive sensory input more intensely than others, leading to oversensitivity that makes standard sensory experiences overwhelming. As a result, sensory avoiders tend to withdraw.
Signs that a child may be a sensory avoider include:
- Concern about being touched or bumped by peers during play
- Reluctance to wear clothing that feels “uncomfortable,” such as items with tags, seams, or overly tight fits; they might prefer the same familiar outfits repeatedly
- Avoidance of swings and play equipment
- Hesitance to engage with various textures
Programs We Offer
In Person 1:1 Sessions
60 min or 90 min session, parents included, 15 min dedicated to play and visual spatial integration while parent is instructed for home program.
Intensive 3-Day Model
International clients are welcome to visit for intensive sessions spanning 3-5 days, with tailored home programs provided to support progress between visits. Virtual support via Zoom is also available.
Telehealth Education for International or Out-of-State Families
Via Zoom, we offer a 20-week virtual program covering brain connectivity, reflex integration, visual spatial skills, tasting programs, neuromuscular retraining, etc. This includes sensory processing materials.
Social-Emotional Emily
Children facing sensory processing challenges often struggle to access multiple sensory pathways simultaneously. This can cause them to focus on one sense at a time, making social interactions, like conversations that require listening and eye contact, difficult and overwhelming.
Signs of social-emotional challenges stemming from sensory overload may include: