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Books, online courses, seminars and practice aids to understand retained primary reflexes and NDS Active Learning. Shop: Books & Courses Courses and E-shop Books Online courses and seminars Exercise Tools Welcome to the Cortex Academy e-shop. If you want to learn more about primary reflexes and their influence on learning and behavior, see the Publications section or the (online) Courses and Seminars. For parents of children, we have, for example, motivational charts in the e-shop. Courses for experts We offer courses for experts "NDS Active Learning©" (online) and a face-to-face continuation course. You can also book a supervision meeting. More information Online courses and seminars Take a look at the courses and seminars that are intended for parents and others interested in the issue of persistent primary reflexes. More information Publications You can order one of the publications on primary reflexes directly on the website. You can buy both a classic book and an e-book. More information Tools Diversify your work with NVS Active Learning movement with a motivation chart or other aids More information

This period involves a deeper self-awareness and the formation of an individual's identity. Primary reflexes also influence this stage of life. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Puberty Puberty is a significant period of change and transition from childhood to adulthood. It is a process driven by hormonal changes that lead to physical and emotional maturation, ultimately allowing an individual to reproduce. This period is characterized by an increased awareness of oneself and the formation of identity. In girls, puberty typically begins between the ages of 10 and 11, marked by the development of pubic hair. Growth rate increases rapidly, peaking at around 12 years of age. The first menstrual period, or menarche, typically occurs around the age of 13, approximately 2.3 years after the onset of breast development, and roughly 1 year after peak growth rate. Girls typically reach 95% of their final height by the time of their first period. The pelvis continues to grow and shape in a feminine direction during this time, and subcutaneous fat increases with a typically female distribution. Ovulation occurs in approximately 40-45% of girls in the first year after their first period, and 25% in the second year. In boys, puberty begins with an in crease in the size of the testicles, typically starting shortly after the age of 12. Pubic hair appears shortly thereafter, and the growth spurt begins later than in girls. The age of peak growth for boys is typically between 13 and 14 years. Voice mutation occurs around age 14, and beard growth usually begins after the age of 15. A deeper voice signals a slowing of growth. Precocious puberty occurs when any manifestation of puberty occurs more than 2.5 standard deviations earlier than the mean value of the population norm. This is typically defined as before age 8 in girls and before age 9 in boys. Delayed puberty is defined as the onset of secondary sexual characteristics after age 13 in girls (with first menstruation after age 16) or after age 14 in boys. According to Erikson, adolescence is a period of searching for personal and social identity. Adolescents often experience emotional instability due to hormonal activity, and engage in experimentation with sexuality, social norms, and addictive substances. They may also prefer intense experiences such as loud music or fast driving. Adolescents are seeking independence in decision-making, but may still rely heavily on parents in the social sphere. But I would like to quote Mark Eben, who described the "purpose" of puberty most beautifully: "Perhaps puberty is one of the tools that nature takes care of the human race so that it does not become extinct. Because a person would probably never willingly leave the safety of his own family, where he is cared for by loving parents, and parents would find it hard to accept that the adorable and the problem-free child suddenly leaves. But then comes the redemptive puberty, and the adorable child becomes an insufferable individual who despises his parents, their music, their clothes, their lifestyle, so that in the end, when he slams the door and leaves, the parents somehow survive . And what's interesting is that right outside, that unbearable individual is waiting for another unbearable individual, but of the opposite sex, who also slammed a door somewhere a while ago, and the two unbearable people will feel such an incredible affection for each other that they will connect their lives and become the wonderful loving parents, from whom no child would leave, if not for puberty. I think it's very reasonable, and what nature does, it does well ." Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers Support for the development of toddlers Stimulating child development during the first year of life Trust Your Instincts: What to Do If Your Baby's Motor Development Seems Delayed When Your Child Needs Extra Support: Navigating the Czech Education System Neuro-developmental stimulation in the work of a special education teacher Primary Reflexes Are Like Highway Builders ADHD and ADD Links between SLI, Motor Development and Literacy Acquisition in Children Dyslexia and dysorthography Specific learning disorders Dyspraxia The development of children from 1 to 3 years old Neuro- Developmental Stimulation Neuro-Developmental Stimulation in school practice as a tool for inclusion. Primary reflexes and their influence on motor and speech development Primary reflexes in a newborn Psychomotor development of the child The risk factors for persistence of primary reflexes School (im)maturity. Primary reflexes in preschool children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

What primary reflexes are, how they affect learning, movement and behaviour, and when to seek assessment. A practical guide for parents and professionals. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Overview of primary reflexes Primary reflexes have a significant impact on a child's psychomotor development. Movements triggered by primary reflexes help form a dense neural network, enabling connections between various areas of the brain. These connections are crucial for future learning processes, communication skills, emotional and interpersonal relationships, and motivation. They contribute to stimulating the cerebral cortex, which can then subsequently "take control" and suppress primary reflexes. However, if these reflexes are not inhibited (suppressed) in a timely manner, they can be counterproductive to neurological development. This is when we refer to persistent primary reflexes. If a single reflex persists to a small extent, it might naturally diminish with age. But if multiple reflexes persist or persist to a greater extent, they can no longer self-inhibit, and this is where Neuro-Developmental Stimulation "NDS Learning through Movemen t©" comes into play. Below is an overview of the most important primary reflexes. If these reflexes do not disappear, they hinder the development of more advanced (postural) reflexes and movement patterns. Moro's reflex Asymmetrical tonic nuchal reflex Tonic labyrinthine reflex Galant's reflex Palmar reflex Searching and sucking reflex Landau reflex Symmetric tonic cervical reflex Mor Moro reflex The Moro reflex, also known as the startle reflex, is a primarye reflex that is present in newborn babies. It is an involuntary response to a sudden change in the environment or a loud noise, where the baby will spread their arms and legs out and then bring them back in towards their body. Even during pregnancy, the Moro reflex contributes to the development of the respiratory system. After birth, it plays a critical role in helping the newborn take its first breath by opening the airways in cases of suffocation, thereby ensuring the baby's survival. The Moro reflex is triggered by a startle response, as the infant's brainstem cannot differentiate between dangerous and non-dangerous stimuli. This reaction results in the infant throwing its arms out to the sides, releasing adrenaline and cortisol, which deepens the breathing in the upper parts of the lungs, increases heart rate, raises blood pressure, and causes skin flushing. The infant then cries, attracting the attention of an adult. The Moro reflex is important for newborn babies as it helps them to respond to and protect themselves from potentially dangerous situations. It also helps to stimulate the baby's nervous system, which is i mportant for their overall development. The reflex also plays a crucial role in the development of eye movement control and balance. Although the Moro reflex is crucial during the early stages of life, it must gradually be inhibited. There are varying opinions on the normal duration of the reflex's activity. Some experts suggest that the reflex is active up to the third month of life, while others believe it is normal for it to be active up to the sixth month of the child's life. The most common symptoms of persistence of the Moro reflex: attention deficit hyperactivity disorder (ADHD) or hypoactivity disorder (ADD) symptoms of autism (avoids other children, does not look in the eyes, sensitivity to tactile, visual or auditory sensations) sensitivity to light, problems with black letters on white paper (visual stress) allergy burn out syndrome problems with immunity, frequent ear infections "stimulus bound"- inability to filter out stimuli, problems with concentration aggression emotional lability doesn't like surprises problems controlling eye movements delayed speech development worse balance Asy Asymmetrical tonic neck reflex (ATNR) Asymmetrical tonic neck reflex (ATNR) is activated when we turn the head to one side or the other. Wherever we turn the head, the arm and leg on that side extend, while the other arm and leg flexes. During pregnancy, ATNR is supposed to improve muscle tone and help stimulate the balance system. ATNR has an important role during childbirth. During the second stage of labor, the baby has to find its way down with a specific twisting movement in the rhythm of labor contractions. The child's active participation during childbirth depends precisely on a properly developed ATNR. At the same time, the entire process of childbirth strengthens the activity of not only ATNR, but also other primary reflexes, which are important for the first months of life. Children who are born by caesarean section, therefore, have a disadvantage. In the first months of life, this reflex prevents the baby from lying face down on its stomach (danger of suffocation). It also supports the development of the first eye-hand coordination and influences the development of laterality. The most common symptoms of persisting ATNR: hand-eye coordination problems problems with writing because it is difficult to control the hand worse cooperation of the cerebral hemispheres problems putting the hand across the mid-line of the body - for example, a child who writes with the right hand has problems writing on the left side of the paper inconsistency between spoken and written expression a problem with developing lateral eye movements, such as following lines with the eyes, which is a necessity for both reading and writing impaired automatic balance control worse bilateral integration-using both halves of the body separately persistence of crossed or unclear laterality (e.g. child does not favor one hand when writing) even after 8 years of age Tonic Tonic Labyrinth Reflex (TLR) Tonic labyrinthine reflex (TLR), also known as the Tonic Labyrinth Reflex (TLR), is a primitive reflex that is present in newborns and infants. It is elicited by changes in the position of the head in relation to gravity, causing a change in muscle tone throughout the body. When the head is tilted backwards, the TLR causes an extension of the arms and legs, while when the head is tilted forward, the TLR causes flexion of the arms and legs, so the baby bends its limbs and takes a position similar to that typical of the position in the womb.. The TLR plays an important role in the development of balance and postural control in infants. The TLR helps the baby to resist gravity at a time when the ability to lift and hold the head and neck upright is not yet developed, until the head is supported. However, the baby learns quickly, so after the first six weeks, they learn to hold their head in the plane of the spine when laying on the belly. This is the first step to complete control of the neck muscles. Then, they gradually learn to control muscle tone also in the cephalo-caudal direction, i.e. gradually from the head, through the upper half of the body, the lower half of the body to the heels. This ability is essential for maintaining balance, upright posture, and coordination later on. The development of gross motor skills is significantly influenced by the TLR. A child with persistent TLR will find it extremely difficult to crawl on all fours because extension (tilting) of the head causes simultaneous extension (stretching) of the legs. However, climbing and crawling are very important for developing proper hand-eye coordination and for integrating information from other sensory organs. The persistence of TLR is associated with a range of symptoms, including: Poor gross motor skills Coordination difficulties Difficulty holding the head up while writing or laying the head face down on a bench Difficulty sitting on a chair with the feet flat on the ground instead of sitting on the heels Changes in muscle tone, including decreased or increased tension Walking on tiptoes or waving arms when happy or upset Difficulty focusing vision quickly at different distances, which is necessary for tasks such as copying text from a board. Gala Spinal Galant reflex The Spinal Galant reflex, along with the Asymmetric Tonic Neck Reflex (ATNR), aids in childbirth by responding to the pressure of the uterine wall on the trunk area during contractions. This reflex provides the baby's hips with flexibility, allowing the baby to slowly turn through the birth canal. However, if the reflex persists, it can cause excessive sensitivity in the lumbar region of the back, hindering the development of postural reflexes. The most common symptoms of the persistent Galant reflex include: sensitivity in the lumbar region of the back discomfort with clothing tags, belts, and jeans, just wants to wear loose-fitting trousers difficulties with urinating scoliosis poor concentration. Palm Palmar reflex The Palmar Reflex is a primary reflex that affects fine motor skills in infants. This reflex causes children to automatically wrap their fingers around anything that fits in their palm with a firm grip. Initially, newborns can even hold themselves up on their toes due to the strength of the Palmar Reflex. However, as infants develop an active grip, the Palmar Reflex should disappear. During the first few months of life, there is a strong connection between the Palmar Reflex and sucking. The reflex is also evident during breastfeeding, as infants reflexively clench and open their palms during sucking, resembling the movement of kneading dough. This connection is known as the Babkin reflex. Interestingly, the opposite is also true, as children often move their mouths and tongues while concentrating on tasks that require fine motor skills, such as writing. The persistence of the Palmar Reflex can lead to various symptoms, including: worse fine motor skills worse graphomotor skills difficulties in speech and articulation Increased sensitivity in their palms and dislike different materials, such as sand, modeling clay, or finger paints, or conversely, may seek out these materials excessively. Hled Rooting and sucking reflex The rooting and sucking reflexes are critical for a baby's survival as they allow the baby to receive food. The rooting reflex causes the baby to turn towards the source of touch on its face, open its mouth, and look for something to suck. It is important not to touch a baby's face too much during breastfeeding as it can disrupt the rooting reflex. When a child has a persistent sucking reflex, their tongue may remain too far forward in the mouth, causing it to rest on the floor of the mouth. This can make it difficult for the child to close their mouth and breathe through their nose. The persistent sucking reflex can affect the child's entire head position and posture, with the head often being tilted forward. If the tongue is placed too far forward in the mouth, it becomes difficult to control, leading to problems with speech, swallowing, and drooling. The child may also have difficulty coordinating breathing and speaking and may be unable to eat with their mouth closed. Even if the sucking reflex later inhibits and the tongue moves to the correct position, the tongue needs to be strengthened, as it is likely to be weakened. The most common symptoms of a persistent rooting and sucking reflex include: the tongue staying too far forward in the mouth, making it difficult to chew and swallow, and causing drooling Speech and articulation problems Poor fine motor skills Excessive sensitivity around the mouth A need for oral stimulation- always need to chew or suck something - they suck their thumbs, hair, pencils, collars, etc. May be picky about food textures Land Landau reflex The Landau reflex is a critical milestone in a child's development, as it helps to improve muscle tone and head lifting in the prone position. The reflex typically emerges between the ages of 3 to 10 months and is inhibited around the age of 3. When a caregiver lifts and holds the child with their hands under the child's chest and facing the ground, the child should stretch or slightly bend. An exaggerated extension may occur in cases of hypertonia, while hypotonia may cause the child to "fold" around the caregiver's hands. The Landau reflex is important as it helps to inhibit the tonic labyrinthine reflex and enables the child to lift not only their head but also their chest. This skill is a prerequisite for more complex movements of the arms and legs simultaneously, such as running, hopping on one leg, hopping, and cycling. The most common symptoms of persistence of the Landau reflex: problems with rapidly alternating and more complex movements: running, hopping on one leg, hopping, cycling Syme Symmetrical Tonic Neck Reflex (STNR) The Symmetrical Tonic Neck Reflex (STNR) is a reflex that occurs before a child begins to crawl on all fours. It helps to break the Tonic Labyrinthine Reflex (TLR) at the level of the pelvis, which allows the child to use both halves of the body separately. STNR causes the lower half of the body to automatically do the opposite of what the upper half does. The task of this reflex is to lift the baby from a prone position to a sitting position on the heels in preparation for crawling. Once the baby is in the heel position, it begins to rock to all fours and back to the heel position, experimenting with movement and examining its own abilities. Once the child learns to reach these positions of their own volition, they suppress the reflex response and begin to improve movements by climbing and later walking. Children with persistent STNR tend to have poor coordination of the upper and lower halves of the body. They often sit "collapsed" on a chair during classes and almost lie with their heads on the table at the end of the school hour. These children also often sit on one or both legs or "hang" on a chair. Another popular position is sitting on the ground with the bottom between the heels (the so-called W-position). Children with STNR persistence have a harder time learning to swim. The most common symptoms of STNR persistence: Skipped the crawling phase as walking is easier for them Poor movement coordination Tendency to "collapse" and almost lie with their head on the table at the end of the school lesson Problems focusing the eyes far and quickly back, p roblems copying text from the blackboard Sitting on one or both legs "hanging" on a chair , lying on a table An inability to concentrate when they have to sit in one position all the time Having a harder time learning to swim (preferring to swim under water) Articles on the subject of primary reflexes Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

I am dedicated to publishing and have released three books on the topic of persistent primary reflexes. You can purchase them in both hardcover and e-book formats. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Publications Books by the author PhDr. Marja Volemanová, PhD. : Dys lexia! Or not? Reading difficulties can stem from sources other than dyslexia, such as persistent primary reflexes, which can negatively impact eye movement and coordination, resulting in similar symptoms to dyslexia. For children whose dyslexia symptoms are influenced by persistent primary reflexes, interventions must target inhibiting these reflexes first. Traditional dyslexia interventions may not produce the expected results for such children. The focus of this book is to explore the impact of persistent primary reflexes on vision development, eye movements, and coordination, and their relationship to dyslexia symptoms and other reading difficulties. Visual development can be envisioned as a lighthouse, with primary reflexes representing its foundation. To read correctly and smoothly, all the floors of the lighthouse must be in order, creating a stable base for the light (i.e., reading ability) to shine reliably. Throughout this book, we will examine each floor of the "lighthouse" and explore activities that can improve them gradually. (In Czech) Hardcover Price 490 CZK+ postage E-book Price 420 CZK I will send the book to e-mail Buy a book Buy an e-book Theoretical Foundations of the Neuro-Developmental Stimulation Method The book "Theoretical Foundations of the Neuro-Developmental Stimulation Method" (ISBN 978-80-907369-4-8) builds upon the previous work of the author, which was the second extended edition of "Persistent Primary Reflexes - A Neglected Factor in Learning and Behavior Problems". The focus of this book is to explore the scientific underpinnings of the method of Neuro-Developmental Stimulation, with extensive references to relevant research and publications. (In Czech) E-book Price 420 CZK I will send the book to e-mail Hardcover Price 490 CZK+ postage Buy a book Buy an e-book Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage E-book Price 420 CZK I will send the book to e-mail Buy a book Buy an e-book New book! Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage Buy a book New book! NDS Active learning - Unlocking Potential through Neuro-Developmental Stimulation This book explores the role of primary reflexes—innate responses present in infants that play a crucial role in healthy development. These reflexes are designed to naturally fade once their purpose is fulfilled, but what happens when they persist? Retained primary reflexes can disrupt sensory perception, balance, motor coordination, and learning ability. They may also contribute to challenges such as difficulties in reading and writing, behaviours mimicking ADD, ADHD, or autism, and even affect gifted individuals by creating hidden barriers to their success. This book provides a clear, comprehensive guide to understanding primary reflexes, healthy psychomotor development, and the impact of sensoryafferent integration. You’ll also find practical tools, including reflex tests and activities that can be done at home to address sensory-motor challenges. PhDr. Marja Annemiek Voleman, PhD., born in the Netherlands and now residing in Prague, Czech Republic, is a renowned expert in Neuro-Developmental Stimulation (NDS). This book builds on her earlier work, Persistent Primary Reflexes – The Overlooked Factor in Learning Disorders (originally published in Czech). Drawing on decades of experience in the field, Dr. Voleman combines scientific insight with practical application, making this book an essential resource for parents, educators, and professionals seeking to unlock the full potential of every child. Whether you are looking to support children with specific learning difficulties, autism, or simply to improve motor and sensory skills, this book will provide the tools and knowledge you need to make a difference. Discover how addressing primary reflexes and sensory integration can open new pathways for growth and development! E-book Price 420 CZK I will send the book to e-mail Buy a e-book About the author: PhDr. Marja Volemanová, PhD., originally from Holland, has been dealing with the issue of persistent primary reflexes for many years. She is the founder of Cortex Academy® and regularly organizes seminars on primary reflexes and Neuro-Developmental Stimulation courses. Other professional publications VOLEMANOVÁ, M. (2013) Persistent primary reflexes, a neglected factor in learning and behavioral disorders. Prague: Volemanová Marja Annemiek- Red tulip, 2013. ISBN 978-80-905597-0-7 VOLEMANOVÁ, M. (2014) Primary reflexes, a neglected factor in learning disorders (bachelor's thesis). Charles University in Prague, Faculty of Education, Department of Special Education, 2014 VOLEMANOVÁ, M. (2016) Possibilities of influencing selected areas of a child's psychomotor development using Neuro-developmental therapy. (thesis). Charles University in Prague, Faculty of Education, Department of Special Education, 2016 VOLEMANOVA, M. (2016) Persistent primary reflexes - a neglected factor in learning and behavioral problems in children. Proceedings of the conference Sensory-sensitive integration in the rehabilitation of speech and hearing disorders. 8.- January 9, 2016, Prague, pp. 57-61. ISBN 978-80-7331-373-9 VOLEMANOVA, M. (2016) Speech development and persistent primary reflexes. Proceedings of the 1st clinical-logopedic symposium. 30.June-2. July 2016, Prague, pp. 45-49. ISBN 978-80-270-0011-1 JEŽKOVÁ, M. (2016) We do not underestimate the climbing phase for healthy child development. Interview with Marja Volemanová. Integration and inclusion in school practice, year IV, number 4, December 2016. ISSN 2336-1212 VOLEMANOVA, M., LUHANOVÁ, H. (2017) Children - focused on the senses. Yoga today. 2017, January/February, pp. 74-77. ISSN 977-180393000901 VOLEMANOVÁ, M. (2017) Neuro-developmental stimulation in school practice as a tool for inclusion. Integration and inclusion in school practice, year IV, number 9, May 2017. ISSN 2336-1212 VOLEMANOVA, M.; KVĚTOŇOVÁ, L. (2017) Links between SLI, Motor Development and Literacy Acquisition in Children. Literacy, pre-literacy and education, volume 1, number 3, 2017. Available at http://pages.pedf.cuni.cz/gramotnost/3-2017/._cc781905-5cde-3194-bb3b -136bad5cf58d_ VOLEMANOVÁ, M., KVĚTOŇOVÁ, L. (2018) Persisting primary reflexes - one of the causes of behavioral and learning disorders. Proceedings of the Same and Different Conference in Philosophical and Special Pedagogical Practice, 3 May 2018, Prague. VOLEMANOVA, M. ADHD at school. What with this? Integration and inclusion in school practice, year VI, number 2, October 2018. ISSN 2336-1212 VOLEMANOVÁ, M. Primary reflexes and their influence on motor skills and speech. Letters of clinical speech therapy, 1/2020. ISSN 2570-6179. Available athttps://casopis.aklcr.cz/magno/lkl/2020/mn1.php VOLEMANOVÁ, M, Neuro-developmental stimulation in the work of a special pedagogue, (dissertation). Charles University in Prague, Faculty of Education, Department of Special Education, 2020. available athttps://is.cuni.cz/webapps/zzp/detail/182844/ Published professional articles Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers

The toddler period is divided into the younger toddler stage (1-2 years, previously known as a crawler) and the older toddler stage (2-3 years). Read more about primary reflexes in toddlers. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Toddlers The toddler period is divided into younger toddlers (1-2 years) and older toddlers (2-3 years).During the toddler period, children experience significant growth and development in their cognitive, motor, and social-emotional skills. Toddlers begin to explore their environment more actively, which can lead to a sense of independence and autonomy. They develop an understanding of object permanence and cause-and-effect relationships, which allows them to engage in more complex play activities. In terms of motor development, toddlers make significant strides in their gross and fine motor skills. They begin to walk independently, climb stairs, and run. They also develop their fine motor skills, such as the ability to use utensils to feed themselves, hold a crayon, and manipulate small objects. Younger toddlers still usually wear diapers and are fed by their parents. Older toddlers can already use the potty and like to do things independently. The differences in the initial development of speech are so great between individual children that any norms are only a very approximate indicator. There are children who already know nursery rhymes in the middle of the second year. Other children never learn nursery rhymes very well. However, many initial differences are evened out in later development. Up until the age of three, the time frame for a child's physical infancy is broadened, meaning that there is no need for concern if a child has not yet started to speak. As long as the child does not have any impairments related to vision, hearing, speech organs, or intellect, and has adequate stimulation within the family, any delays in their development may simply be due to a slower rate of maturation, which is likely to catch up over time. Toddlers also begin to develop their social skills and interact with others in more meaningful ways. They may engage in parallel play, where they play alongside but not necessarily with other children. They may also begin to engage in simple turn-taking activities and enjoy playing with toys that encourage social interaction. In the first year of life, we could predict quite accurately when a child would acquire which skills. But the older he gets, the harder it is. A child is an individuality. It is affected by different influences, has different conditions for development, different temperament and predisposition, different constitution and its own mental life. Some children start walking before their first birthday, others only after a year and a half (the norm is up to the 18th month). So do not take the following overview of motor development too strictly. Every child is different. While toddlers are developing rapidly, it is important to remember that they are still very young and may experience emotional outbursts and tantrums. They may struggle with self-regulation and expressing their emotions appropriately. It is important for caregivers to provide a safe and nurturing environment and to model positive social-emotional behaviors. Overall, the toddler period is a time of significant growth and development in many areas of a child's life. It is a time for exploration, learning, and developing social-emotional skills that will be essential for future success. During the toddler period, children start to understand that they can move around and grab things they want, but they also learn that sometimes other people can stop them from doing so. This realization can result in occasional outbursts of defiance, where the child reacts with forceful insistence ("I want!") or refusal. This marks the beginning of the first stage of defiance in a toddler's development. Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers Support for the development of toddlers Stimulating child development during the first year of life Trust Your Instincts: What to Do If Your Baby's Motor Development Seems Delayed When Your Child Needs Extra Support: Navigating the Czech Education System Neuro-developmental stimulation in the work of a special education teacher Primary Reflexes Are Like Highway Builders ADHD and ADD Links between SLI, Motor Development and Literacy Acquisition in Children Dyslexia and dysorthography Specific learning disorders Dyspraxia The development of children from 1 to 3 years old Neuro- Developmental Stimulation Neuro-Developmental Stimulation in school practice as a tool for inclusion. Primary reflexes and their influence on motor and speech development Primary reflexes in a newborn Psychomotor development of the child The risk factors for persistence of primary reflexes School (im)maturity. Primary reflexes in preschool children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

An online course for preschool children to ensure a smooth transition into first grade. A comprehenzive program designed to support the development of key skills needed for school readiness. Online course Cortex Kids Prepare Your Preschooler for School: A Smooth Transition into First Grade This online course is tailored for preschool-aged children because many of the challenges we see in school-aged kids can actually be addressed during the preschool years. The program is ideal for children one or two years before starting school, as well as for those with deferred school entry. In my 2020 doctoral research at the Faculty of Education, Charles University, I found that around 55% of children aged 5 to 8 still exhibit some level of persistent primary reflexes. While these reflexes may naturally fade over time for most children, they can still complicate the start of formal schooling. The research also showed that in 12% of children, these reflexes persist to such a significant degree that they are unlikely to disappear without intervention, potentially leading to school-related difficulties. These may include challenges with motor skills (e.g., handwriting), focus, and visual or auditory processing. In children with learning difficulties, primary reflexes always remain present. How Do Persistent Primary Reflexes Affect School Performance? (Grapho) motor skills Primary reflexes can negatively impact both fine and gross motor skills, including coordination and handwriting. Concentration Good concentration is essential for easily understanding and retaining what is being taught. Visual Perception This skill helps children, for example, distinguish between letters like “b” and “d.” Auditory Perception Auditory perception is crucial for correctly hearing and processing what the teacher dictates. Children with persistent primary reflexes may also struggle with spatial perception, which is necessary for understanding spatial relationships (such as knowing what is up, down, left, or right). This also lays the foundation for grasping more complex concepts like first and last, more and less, multiplication and division—skills that are critical for understanding mathematical operations. The Cortex Kids program is designed to support and develop all of these key areas. Who Will Guide You Through the Course? PhDr. Marja Voleman, PhD. I am originally from the Netherlands. My academic background includes studying Physiotherapy and Special education at Charles University in Prague, where I also defended my dissertation titled "Neuro-Developmental Stimulation in the work of a special education teacher" in 2020. Since 2009, I have been operating my own consulting facility, where my focus has primarily been on Neuro-Developmental Stimulation, Special education, and Physiotherapy. In 2015, I established the Institute of Neuro-Developmental Therapy and Stimulation, which has grown and been renamed as Cortex Academy in 2022. I regularly organize courses and lectures on persistent primary reflexes, providing insights and knowledge to those interested. My work in this area has also led me to write three books and several scientific articles related to persistent primary reflexes. The idea for the Cortex Kids program came to me during the Covid lockdowns, when we were suddenly unable to see children in our practice, and school preparation classes and physical activities were put on hold. I felt a strong need to offer something to parents so they could know how to effectively support their child at home. How the Course Works The program spans 30 weeks, with new activities introduced each week for you to complete with your child. Each task is clearly explained in writing, and you can also watch accompanying videos where I demonstrate the activities with a preschooler. At the start, the focus is on developing gross motor skills, improving coordination, and helping your child understand spatial relationships. As the program progresses, we’ll gradually incorporate exercises for fine motor skills, handwriting, visual and auditory perception, concentration, and memory. I’ve ensured the activities are enjoyable and engaging, so you can look forward to spending quality time with your child. You’ll be jumping, rolling, making necklaces, throwing balls, drawing, and playing a variety of games—all designed to keep you active throughout the (pre)school year, while helping your child steadily develop the key skills they’ll need for a smooth and successful start to school. How the Course Works (Introduction in czech language) Introduction in English 1. Weekly Clear Instructions (written descriptions, videos, worksheets, and more) 2. We inhibit primary reflexes, improve handwriting skills, visual and auditory perception, concentration, and early math concepts—all within a single comprehensive program. 3. You can do it all from the comfort of your home—and in a fun way! The price of the entire 30-week course is 4900 CZK/ 215 Euro (including VAT) Purchase the course in Czech Purchase the course in English In the next step, after clicking the “Enroll now” button, please enter the password “nvsjeradost” and continue with the registration and payment by credit card. Enjoy around 10 minutes of playtime with your preschooler each day, and give them a smooth start to their first year of school! Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage in the czech republic: 90 CZK, postage to abroad depends on the country PhDr. Marja Voleman, PhD. Buy a book Or you can buy the e-book for CZK 420

We provide exercise accessories that make exercising at home fun for children. These exercise accessories are designed to complement our NDS Learning through Movement courses. Courses and E-shop Books Online courses and seminars Exercise Tools Exercise Tools If you want children to enjoy the exercise more, you can buy them a motivation board. NDS motivation board 3 in 1 The tool includes: - a magnetic table with an overview of the days - 50 cards showing exercises - large format coloring sheet - a memory game As part of the Neuro-Developmental Stimulation Learning through Movement© program, the child is given four exercises to practice at home every day. Each exercise is represented by a picture, which the child can place on a magnetic board at home. This helps parents to keep track of whether their child has completed the exercises for the day. Once the child has successfully completed an exercise, they can color the corresponding picture on a coloring sheet as a reward. Additionally, the child can cut out the pictures from an envelope to create a memory game, providing a fun and engaging way to reinforce the exercises. Buy a board Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage Buy a book Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage Buy a book

Při první návštěvě se budu ptát a provedeme pohybové testy. Už z první návštěvy si odnesete doporučení, jak postupovat. Na této stránce se můžete objednat. Consultation Cortex Help About me Consultation Pricing Cortex Kids Cortex Help contacts How It Works Please note that the initial consultation and assessment will take approximately one and a half to two hours. To save time, we recommend downloading and completing the questionnaire (available here) before your appointment. Preparing for your first consultation If you already have an appointment, you will gain access to the client section in the CortexApp application. Here you can: fill out the initial questionnaire online, upload reports from doctors or other consulting rooms, sign your consent to the processing of personal data (GDPR). 👉 Only clients with an appointment have access to the application. You cannot book an initial examination through the application! Fill out the Questionnaire We'll start by discussing your concerns and previous experiences. Following that, we'll conduct various movement tests to determine whether any issues might be attributed to factors, such as persistent primary reflexes or sensory integration challenges. By the end of your first appointment, you'll receive your initial recommendations. If we identify any persistent primary reflexes, we'll also introduce you to your first set of exercises to be practiced at home daily. These exercises only take 5-10 minutes a day, but consistency is key. Check-up appointments are scheduled approx. every 8 weeks. During these sessions, we'll assess your progress, teach you additional exercises and activities, and gradually work on inhibiting persistent and transitional reflexes. This process enhances attention focus, gross and fine motor skills. Furthermore, we strengthen postural reflexes and neural connections between the brain and the body, between both brain hemispheres, and also among different brain centers. In this way, we establish a solid foundation for all aspects of learning. At the moment, due to capacity limitations, we regretfully cannot accommodate new clients. However, you can be added to our waiting list, though the waiting period is over a year. Feel free to explore our certified NDS centers as well.

Neuro-developmental therapy and stimulation are used to address problems caused by persistent primary reflexes. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Neuro- Developmental Stimulation Persistent primary reflexes - a neglected factor in learning and behavioral problems Neuro-Developmental Stimulation aims to address the root cause of many learning and behavioral issues. Persistent primary reflexes can lead to difficulties with writing, reading, symptoms associated with ADHD and ADD, dyslexia, dyspraxia, speech and vision impairments, back pain, neuroses, chronic fatigue, anorexia and autism. Primary reflexes have a significant impact on fundamental physical and psychological response patterns. Every baby responds to stimuli with innate primary reflexes that are automatic, stereotyped movements originating in the brainstem. During the first months of life, primary reflexes ensure vital functions and help the brain learn to properly control bodily functions, such as processing visual and auditory information, balance and spatial awareness, gross and fine motor skills, and hand-eye coordination, among others. More information NDS Active Learning and NDS Active Development Neuro-Developmental Stimulation- NDS Active Learning is a comprehensive program for the inhibition of primary reflexes. The tests and exercises are based on the psychomotor development of the child. The program is divided into 30 weeks, but the exercises can be practiced for a longer period if needed. The exercises are performed every (school) day for approximately 5-10 minutes. Among the most important principles of NDS is that with children, we first focus on developing balance and combine the inhibition of primary reflexes with improving sensory integration, adding other skills later. Neuro-Developmental Stimulation can be implemented by professionals such as speech therapists, psychologists, educators, and special education teachers after they have successfully completed the Introductory Theoretical NDS Course and the Advanced Practical Course "NDS Active Learning." NDS Active Development is a preventative 14-week movement program for preschools. The exercises are based on the psychomotor development of the child and are designed to support the overall development of preschool-aged children. More information

Email, phone and contact form for Cortex Academy (INVTS s.r.o.). Reach us regarding NDS courses, consulting or publications. Contact information Cortex Help contacts Certified NDS centers Company INVTS s.r.o. Contact Company contacts INVTS s.r.o. Phone +420 774 820 375 E-mail volemanova@cortexacademy.eu write me Contact form Invoice information INVTS s.r.o. Keltská 314 Statenice, Prague- West Post code 252 62 Company ID (IČO): 04317131 VAT number (DIČ): CZ04317131 PhDr. Marja Volemanová, PhD. owner The company INVTS s.r.o. is registered in the commercial register kept at the Municipal Court in Prague, file number C 245806 Terms and Conditions Privacy Policy I will also be happy to answer any questions you may have by phone on working days on the mobile number: +420 774 820 375 Kont

By the time children reach young school age, minor brain disabilities such as ADHD and specific learning disorders (SLD) become evident. Find more information here. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. School children The period of elementary school typically spans from the ages of 6-7 years, when a child starts elementary school, to 11-12 years, when the first signs of sexual puberty emerge along with psychological changes. Throughout the elementary school period, there is constant development in all areas. Physical growth is rapid, with noticeable differences between boys and girls in skeletal structure and muscle development. Children lose baby teeth and their thinking becomes more concrete and logical. Vocabulary and memory expand, and independence is strengthened. Sensory perception also improves. Elementary school marks a significant shift in a child's life as they become immersed in the school environment. It is during this time that any existing brain disorders may become more apparent, such as ADHD and specific learning disorders like dyslexia, dysgraphia, dysorthography, dyscalculia, and dyspraxia. Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers Support for the development of toddlers Stimulating child development during the first year of life Trust Your Instincts: What to Do If Your Baby's Motor Development Seems Delayed When Your Child Needs Extra Support: Navigating the Czech Education System Neuro-developmental stimulation in the work of a special education teacher Primary Reflexes Are Like Highway Builders ADHD and ADD Links between SLI, Motor Development and Literacy Acquisition in Children Dyslexia and dysorthography Specific learning disorders Dyspraxia The development of children from 1 to 3 years old Neuro- Developmental Stimulation Neuro-Developmental Stimulation in school practice as a tool for inclusion. Primary reflexes and their influence on motor and speech development Primary reflexes in a newborn Psychomotor development of the child The risk factors for persistence of primary reflexes School (im)maturity. Primary reflexes in preschool children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

Take a look at the reviews from participants of my courses. You will learn how the knowledge has helped them gain a better understanding of the issues related to persistent primary reflexes. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Reviews Many thanks to all course participants for their openness and evaluation! "In my practice as a clinical speech therapist, I use the NDS exercise system more and more, I try to improve myself in the diagnosis (of persistent reflexes) and in passing on the correct execution of the exercises (to parents and children). Your persistent reflex inhibition system helps me a lot in the holistic therapy of developmental dysphasia (often associated with ADHD, LMD, ADD), developmental and verbal-motor dyspraxia, building communication skills in autistics and other symptomatic defects and speech disorders, or impairment of communication skills. If moms practice really honestly and systematically with these kids, there will ALWAYS be an improvement! And sometimes even in areas where we wouldn't expect it :-)" Lada, Brno, Speech therapist "Excellent guidance, plenty of practical examples and exercises" Tereza M., Olomouc, Speech therapist "I really liked them. They were also a bit of team building for us. P. Volemanová is an amazing personality" Marie H., Most, Elementary Teacher "A whole new look at some deficits." Dana M., Kořenov, Special pedagogue "You had it very nicely organized, you demonstrated all the exercises to us and then we tried them on ourselves. You described the correct execution of the exercise and subsequently drew attention to frequently recurring mistakes. Your comments were based on the experience of a physiotherapist and a special educator. This is very valuable !!! Also, the exercise plan is excellent, accessible and fun for kids. It includes exercises for balance, exercises for persistent primary reflection, and exercises for relaxation and calming down. I will be happy to include this program in my practice." Bozena, České Budějovice, Teacher "They were very informative and based on practice. A big benefit was doing the individual exercises." Olga A., Zdiby, Kindergarten teacher "I was interested by the practical exercises that helped to understand NVS." Pavla K, Prague, Special Teacher "Very positively motivating." Štěpánka P, Žamberk, Special pedagogue "Everything was excellent and clearly explained, the course had a logical layout, good organization." Markéta T., Brno, Speech therapist "Brief, clear, illustrative, the lecturer is a very nice person who is not afraid to say that I don't know this, but I will look into it, or she will appreciate another opinion and let herself be inspired." Monika Ž, Frýdlant nad Ostravicí, Physiotherapist "The experience itself was great - various activities where we tried out how a child with difficulties in certain areas feels (e.g. tying an apron with gloves, etc.)" Světla K., Olomouc, Speech therapist "In a relatively short time, a lot of information, presented in an understandable way, the emphasis is mainly on practical implementation - the positives." Eva P., Jindřichův Hradec, Psychologist "Very pleasant atmosphere, understandable and vivid transfer of experience" Petra P., Velké Popovice, Elementary Teacher "Enthusiasm for work, new possibilities" Eva D, Pilsen, Assistant teacher and physiotherapist "Beneficial, professional, pleasant climate, cooperation of those involved." Jana M., Mladá Boleslav, parent "I liked the practical demonstrations and other tools that could be used." Petra P., Pardubice, Yoga instructor "I was particularly interested in the practical part. It was very interesting and Mrs. Voleman was really wonderful." Lucie V., Prague, nurse and assistant teacher of Kindergarten "Very well elaborated. I appreciate the practical training." Jarmila B, Prague, family therapist "A clear explanation that made sense and opened my eyes to why some things happen differently than they should." Jitka Z, Prague, Kindergarten Teacher "I learned a lot of new information, I use the course in my practice." Veronika H., Boskovice, Occupational Therapist "Friendly atmosphere, understandable interpretation, practical." Ivana K., Jičín, Psychologist "The courses are revolutionary in working with children on school skills." Daniela H., Prague, Special pedagogue "Everything was practically demonstrated and I tried all the exercises." Hana M., Hovorčovice, Elementary Teacher "I really like the connection to practice." Jarmila J. Velké Přílepy, Elementary Teacher "Functionality, desire to spread experience, to help." Stanislava B, Pilsen, Teaching Assistant "That even I, at my age, can break down persistent reflexes with regular exercise." Hana M. Praha, Kindergarten teacher "The courses completely fulfilled my expectations. They enriched me with new information that I can use when working with children. They opened the way for me to another method of helping." Bohdana Š, Šumperk, Psychologist "Very well-run courses, enriching, broadened my horizons, I recommend! I was most interested in everything related to visual perception and how everything is connected to everything." Jana K, Prague, Special pedagogue "I liked that the course was mainly experiential - theory was important at the beginning, but mainly practical demonstrations and the opportunity to try exercises and, above all, to examine yourself." Petra H., Most, Elementary Teacher "How Everything Fits Together" Helena H. Pardubice, Physiotherapist "Very practical" Pavla S., Horšovský Týn, Early care consultant "I rate it as a pleasant, humane explanation, great examples from practice, possibility of consultation" Marcela N., Prague, Kindergarten teacher "In my practice as a clinical speech therapist, I use the NVS exercise system more and more, I try to improve myself in the diagnosis (of persistent reflexes) and in passing on the correct execution of the exercises (to parents and children). Your persistent reflex inhibition system helps me a lot in the holistic therapy of developmental dysphasia (often associated with ADHD, LMD, ADD), developmental and verbal-motor dyspraxia, building communication skills in autistics and other symptomatic defects and speech disorders, or impairment of communication skills. If moms practice really honestly and systematically with these kids, there will ALWAYS be an improvement! And sometimes even in areas where we wouldn't expect it :-)" Lada N., Brno, Clinical speech therapist Reference to the introductory online course "This course was amazing! The online form exceeded my expectations. Everything was clearly explained, filmed, logically divided into blocks and there was an opportunity to return to the videos. I rate the option to print out the script as excellent. Likewise, the final online meeting, with the possibility of answering questions, it was very pleasant and beneficial. I also understand that more practical advice and examples did not fit here, and I look forward even more to the continuation, which will build on the basics communicated and handed down with love for the field. Thank you very much for everything and I look forward to the next meeting. " Lea, Brno, Special pedagogue and speech therapist The course explained a number of difficulties I encounter with children during speech therapy. It gives a specific, not just a general, answer to the question - why speech therapy progresses in some children and stagnates in others. There is a large amount of information clearly organized in the course, and the online format seminar was amazing in that I could go through it at my own pace, learn everything at the same time, return to everything, whether in scripts or videos, and in the end, during the online online meeting with all course participants to learn answers to questions. I look forward to the continuation of the practical part. Martina, clinical speech therapist, Kyjov "Thank you once again for the beautifully conceived online course. I really liked it, I really like to look at clients/patients in a comprehensive way and I am grateful that I could learn new information and collect more pieces of the puzzle. :)" Karolína, student of speech therapy and occupational therapy, Jílové The neuro-developmental stimulation course was a great inspiration for me and brought many new insights. I work as an assistant at a primary school and I am aware of a certain neglect of children who come to school. Motor restlessness, poor concentration is present in most children. Children often have an unstimulating family environment and also spend a lot of time in car seats, etc., so their poor motor development is evident. I realized how important it is on your course. Thanks to this course and your comprehensive book, I see new connections and a way to help children. I think that neuro-developmental stimulation would definitely be a good prevention in pre-primary and first grade. I would also like to thank you for your kind and patient attitude with which you approach us. Denisa, Teaching Assistant, Nový Bor Thank you very much for the beneficial and very inspiring NVS course, which I will certainly recommend to all professionals working with children. The course was perfectly structured, the professional information was presented in an understandable and sometimes entertaining way :) I am convinced that the NVS method has a great future and I would like to participate in expanding parents' information about its use. I have already recommended your institute to several parents as part of counseling, and some parents have told me that they already know you, come to you and highly praised it. I am really looking forward to meeting you in person and continuing the course! Natalia, Teacher, Opava Thank you very much, the course was excellent, it is really very useful information presented in a suitable form. I even think that this online form was better for this theoretical part. What I didn't catch, I listened to several times. Bibiana, teacher, Croatian Grob The course was absolutely perfect. I went to him because of my son, who does not speak at three and a half years old, and our wonderful speech therapist thought that NVS could fit him. She was right, a lot of things fell into place for me, I realized why some things just don't work for him... But it's also great for my work at PPP, again a slightly more comprehensive approach and view of the children who come to us. Martina, psychologist, Cologne Thank you very much for the wonderful course, I think it will be very beneficial for my practice with children, I am already looking forward to the continuation. Anna, occupational therapist, Děčín The course brought me a lot of new and complex information about the connection of individual systems with each other and the influence on the child's physical and psychological development. It is very understandable, provides enough samples and photos for a better idea. I look forward to the practical exercises. Simona, occupational therapist, Brno Want to learn more about Neuro-Developmental Stimulation? Look at the upcoming courses! Courses