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All articles Toddlers Preschool children School children Newborn Teenagers Search ADHD and ADD ADHD stands for Attention-Deficit/Hyperactivity Disorder, which is a neurodevelopmental disorder that affects both children and adults.... Links between SLI, Motor Development and Literacy Acquisition in Children Links between SLI, Motor Development and Literacy Acquisition in Children. Dyslexia and dysorthography Dyslexia is a specific reading disorder, either congenital or acquired through brain damage. It is the most common form of specific... Specific learning disorders "Specific learning disorders" is a collective term for a diverse group of conditions that manifest as significant difficulties in... Dyspraxia Dyspraxia is a specific developmental disorder of motor function, defined as an impairment or immaturity in the planning and organization... The development of children from 1 to 3 years old the first year of life, we could predict quite accurately when a child would acquire certain skills. However, the older the child gets,... Neuro- Developmental Stimulation The basis of Neuro-Developmental Stimulation (NDS) is Neuro-Developmental Therapy. Tests and exercises are based on the psychomotor... Neuro-Developmental Stimulation in school practice as a tool for inclusion. Marja Volemanová Article published at: VOLEMANOVÁ, M. (2017) Neuro-vývojová stimulace ve školní praxi jako nástroj k inkluzi. Integrace a... Primární reflexy a jejich vliv na motoriku a řeč Primary reflexes and their influence on motor and speech development Mgr. Marja Volemanová, Institut neuro-vývojové terapie a stimulace... Primary reflexes in a newborn "Primary reflexes play a crucial role in aiding the baby during the birthing process and serve a vital function in the first few weeks of... Psychomotor development of the child We must approach the child's development comprehensively. It concerns not only motor skills but all aspects of personality, including... The risk factors for persistence of primary reflexes The development of motor skills and the trajectory of development are an excellent indicator of the proper maturation of the nervous... School (im)maturity. Every preschooler will eventually become a student, and this period is a significant stage in their life, not only for them but also for... Primary reflexes in preschool children Primary reflexes have the potential to cause poor coordination of movements, deficits in fine motor skills, issues with pronunciation,...

Programs Prohlubovací kurz NVS Pohybem se učíme® - Oční pohyby 52 Weeks • 26 Participants View Details

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Fri, Nov 29 | The online meeting will take place via Google MEET Introductory course NDS online Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Přihlásit se na kurz Time & Location Nov 29, 2024, 9:00 AM – 5:00 PM The online meeting will take place via Google MEET, Spojovací 16000, 252 62 Horoměřice, Česko About the event The Introductory course aims to provide participants with a fundamental understanding of Neuro-Developmental Stimulation theory, its concepts, and the proper recognition of disorders associated with the persistence of primary reflexes or poor sensory integration. Basic tests for persistent primary reflexes will also be introduced during the course. ​ This course is highly recommended for educators, occupational therapists, speech therapists, physiotherapists, and parents seeking to expand their knowledge and skills in this area. Content of the course: Introduction to Neuro-Developmental Stimulation (NDS) and its basic principles The interconnectivity between primary reflexes, sensory integration, psychomotor development, and their impact on learning, behavior, and concentration Risk factors for the persistence of primary reflexes The importance of movement in the first year of life, supporting psychomotor development, and preventing the persistence of primary reflexes The effects of persistent primary reflexes on learning and behavior Sensory-Sensitive Integration and its definition Hypersensitivity and hyposensitivity to sensory perceptions Identifying the roots of difficulties through the recognition of persistent primary reflexes from a child's behavior and movement The relationship between understanding, respect, and trust The course requires a time allowance of 20 hours. Lecturer: PhDr. Marja Volemanová, PhD. Price: 4800 CZK/ 210 Euro (including VAT) Show More Přihlásit se na kurz Share this event

Search results All (152) Blog Posts (14) Other Pages (49) Events (48) Forum Posts (4) Programs (37) 152 items found for "" Blog Posts (14) ADHD and ADD ADHD stands for Attention-Deficit/Hyperactivity Disorder, which is a neurodevelopmental disorder that affects both children and adults. It is characterized by persistent patterns of inattention, impulsivity, and hyperactivity that can interfere with daily functioning and development. If the disorder is characterized by difficulties in sustaining attention, being easily distracted, and having trouble organizing and completing tasks but does not involves hyperactivity and impusivity, the disorder is sometimes also called ADD (Attention-Deficit Disorder) According to Dr. Malá from the Child Psychiatry Clinic at the Motol University Hospital in Prague, ADHD is a disorder characterized by neurodevelopmental delay with deviations in the development of the central nervous system and impaired regulation at the level of neurotransmitter systems (noradrenergic and dopaminergic). This, in turn, affects all cognitive functions. MRI examinations demonstrate reduced brain volume, cerebellum, basal ganglia primarily on the right side, and the corpus callosum (Malá, 2005) A typical manifestation of this disorder is weak attention, easily getting tired, and the child's inability to sustain longer and higher-quality focus. These children cannot endure anything for long and get bored quickly. Children with ADHD struggle with maintaining attention to complete assigned tasks within a specific time limit. Among the symptoms of inattention in these children are situations where they don't listen even when spoken to directly. They have difficulties with task and activity organization and can be easily distracted by external stimuli. In social situations, they often shift from one conversational topic to another. Hyperactivity refers to an excessive urge for movement, activity that is purposeless and even senseless, and is not easily controlled or regulated. The child is unable to coordinate and control it. This is associated with a tendency for impulsive reactions. Typical characteristics are aimless and unnecessary movements. In school, these children often leave their seats, play with objects unrelated to the lesson, frequently interrupt others, and exhibit excessive speech. They produce atypical sounds that accompany their actions or extensively comment on their own activities. Excessive and unnecessary activity requires a significant amount of energy. It involves not only an increase in the frequency of various activities but also an increase in their intensity. For example, the child tends to run rather than walk. Their activity is clearly disproportionate to the situation. Restless children, however, do not have an excess of energy and, furthermore, are unable to channel it effectively (Vágnerová, 2002). Under the symptom of impulsivity, we include, for example, the tendency of children to react without thinking, suddenly, and often inappropriately to stimuli. Impulsivity also means an inability to anticipate the consequences of their actions or to regulate their behavior. Engaging in risky activities that endanger their health is common. The child does whatever comes to mind, unable to control their expressions and unable to wait for anything. Impulsive children are unable to plan and control their behavior. They often exhibit immaturity in their personality. Frequent fluctuations in their performance and emotional state can be observed. These children are socially disruptive, unpleasant, and elicit negative reactions from their surroundings. The uncontrollable fluctuations in CNS function are often mistakenly interpreted as a motivational disorder (Vágnerová, 1999). It is important to determine the cause of ADHD or ADD symptoms. As mentioned before, one possibility is that changes in the brain are evident. Medications such as Ritalin can be helpful for these children. However, it is also possible that primary reflexes, often in combination with poor sensory integration, have caused the symptoms of ADHD/ADD. If the cause of the symtoms are not integrated primary reflexes, the therapy is relatively straightforward: we inhibit primary reflexes through exercises and improve sensory integration (medication often doesn't help these children). However, sometimes children have brain changes and primary reflexes persist alongside them. In such cases, it is important to address everything that can be done. By inhibiting primary reflexes and improving sensory integration, the manifestations improve, although they may not completely disappear. How is it possible for primary reflexes to cause ADD/ADHD symptoms? Primary reflexes influence a child's psychomotor development. They affect the foundation of everything, which is why persisting primary reflexes can have such diverse symptoms. Let's take an example: every time the Moro reflex is triggered, adrenaline and cortisol are released into the bloodstream. The release of adrenaline is part of the "fight or flight" response, preparing the body for combat or escape. Increased levels of adrenaline cause hyperactivity, aggression, and the need to influence the environment. Cortisol affects blood sugar levels. Low blood sugar levels lead to irrational behavior. The Moro reflex causes: increased sensitivity to sensory stimuli, which tires the child and makes them even more prone to triggering the Moro reflex (and the release of additional adrenaline and cortisol). In school, these children are often reprimanded to focus only on their work and not pay attention to others. The Asymmetrical Tonic Neck Reflex (ATNR): hinders the proper development of the corpus callosum (the connection between the two hemispheres, which normally develops by the age of six and a half to seven years in a child). Optimal development of specialized brain centers cannot occur if the corpus callosum is not properly formed. Children with poorly developed connections tend to favor right hemisphere activities. They may be impulsive, have difficulty understanding cause and effect, and not learn from previous experiences. They struggle to grasp relationships and sequence, negatively affecting their perception of time. Children with poorly developed corpus callosum have difficulty waiting (like young children) and understanding the duration of one minute or the concept of tomorrow or next month. The Tonic Labyrinthine Reflex (TLR) causes: difficulty for the child to relax. poorer body posture. Muscles and ligaments on the front side of the body may shorten, which can hinder breathing and reduce oxygen levels in the blood. This can lead to improper brain functioning since the brain requires sufficient oxygen for proper operation. difficulty for the child to sit still for extended periods. The Symmetrical Tonic Neck Reflex (STNR) causes: worse focus. children to constantly engage in physical activities that other children do unconsciously. that, while sitting, children "wrap" their legs around the chair legs, sit on their heels, or do anything else just to fix their legs. In response to reflexive stretching of the lower limbs, they often balance on the back legs of the chair - "rocking on the chair." The Galant Spinal Reflex causes: the child's inability to sit still in a chair. discomfort when wearing tight pants or belts because they stimulate the lumbar area of the back. problems with bedwetting. Older children who no longer wet the bed are unable to concentrate sufficiently on their work because they constantly think about whether they need to go to the bathroom. Due to persistent primary reflexes, optimal neural connections in the brainstem are not formed. Suboptimal neural connections in the brainstem can lead to improper functioning of the reticular formation. The reticular formation is a functionally important integration system and part of the brainstem. Its malfunction can result in brain overload, causing confusion and irritability. The inability to control impulses from the brain to the body can also contribute to poorer behavior. Behavior becomes impulsive, coarse, and lacking self-control. Article author: PhDr. Marja Volemanová, PhD. Used sources: Vágnerová, Marie (2002).Úvod do psychologie, 2. vydání. Praha: Univerzita Karlova v Praze. ISBN 80-246-0015-3 Vágnerová, Marie (1999). Vývojová psychologie. Praha: Portál. ISBN 978-80-7178-308-4 Volemanová, Marja. 2019. Primární reflexy, opomíjený faktor problémů učení a chování u dětí. 2. rozšířené vydání. Statenice : INVTS, 2019. 978-80-907369-0-0 Links between SLI, Motor Development and Literacy Acquisition in Children Mgr. Marja Volemanová, Dis., marja.volemanova@pedf.cuni.cz doc. PhDr. Lea Květoňová, Ph.D., lea.kvetonova@ pedf.cuni.cz Charles University, Faculty of Education, Department of Special Education, Magdalény Rettigové 4, 116 39 Praha 1. Annotation This study set out to explore the links between specific language impairment (SLI), motor development and literacy acquisition in children. We focus on motor deficits which are mostly common in children with SLI, further we look if SLI can by caused by persisting primary reflexes or if they can make the symptoms of SLI worse. After that we try to find out, if it is possible to predict SLI, already at small kids by an early development assessment and if a specific movement intervention program would be useful to help children with SLI. A significant relationship between motor impairment and speech/language impairments in children was found. Children with developmental speech/language impairments are at higher risk for reading disability than typical peers with no history of speech/language impairment (Schuele, 2004). However, we still not fully understand the causes and biological basis of SLI. Till now, there is no early developmental assessment available, which comprehensively tests both motor development and language skills. Specific movement intervention programs for children with SLI and other developmental challenges are already developed, but we miss fundamental research which shows success rate for children with SLI. There are available several case studies on this topic. Further research shall be conducted to identify children who may need special intervention even before they get the SLI diagnosis, and to search for approaches, which can help to mitigate the impairment. Keywords Specific language impairment (SLI); motor development; literacy acquisition; Neuro-vývojová terapie; persisting primary reflexes. Discussion Schuele (2004) states, that children with oral language impairment, whether or not they have concomitant speech impairment, are at great risk for reading disabilities. The reason is quite simple, if the child has difficulties with coding events in spoken language structures and in understanding spoken language, the same difficulties will appear in writing and reading. We however still not fully understand the causes and biological basis of SLI. As Hill (2001) said: „The only guaranteed conclusion that one can, currently, draw is that the deficits of children with SLI are not specific to language”. A significant relationship between motor impairment and speech/language impairments in children was found and so further research must be done to identify children who may need special intervention in time, and to search for approaches, which can help to mitigate the impairment. Within the context of reading disabilities, children with a history of SLI should be viewed as a subgroup from children with reading disabilities but no history of speech/language impairment, while intervention needs of children with SLI are potentially different from children with reading difficulties alone. Full text at http://pages.pedf.cuni.cz/gramotnost/3-2017/. VOLEMANOVÁ, M.; KVĚTOŇOVÁ, L. (2017) Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání , ročník 1, číslo 3, 2017. Available at http://pages.pedf.cuni.cz/gramotnost/3-2017/. Dyslexia and dysorthography Dyslexia is a specific reading disorder, either congenital or acquired through brain damage. It is the most common form of specific developmental learning disorder (LD), which manifests as difficulties in learning to read. The term was first used in 1887 by German ophthalmologist Dr. Rudolf Berlin. Dyslexia also affects children with above-average intelligence. It is characterized by difficulties in proper and/or fluent word recognition, poor spelling, and decoding skills. These difficulties are a typical consequence of a deficit in the phonological (sound) component of language. The child reads slowly or, conversely, reads quickly and hastily with many errors, guesses at words, confuses letters, especially those that are visually similar (b-d-p). The child silently repeats letters and then pronounces the word aloud. Sometimes the child is unable to follow a line of text with their eyes or transition smoothly from one line to the next. Comprehension of the text is difficult as the child is so focused on the reading process that the meaning of the text escapes them. Some experts believe that dyslexia is a problem with recognizing and understanding any symbols that we use. This is why people with dyslexia often have difficulties with math, reading maps, and (traffic) signs. Many scientific studies have shown that some children with dyslexia have disorders in multiple areas of the visual system (Stein, Walsh, 1997) and that the processing of auditory signals in the temporal area of the brain may be disrupted (Witton et al., 1998). In addition, we often see poorer motor skills and balance in children with dyslexia, which would indicate dysfunction of the cerebellum (Fawcett, Nicolson, Dean, 1996). MRI examinations have shown abnormal activity and morphology (shape) in several areas of the brain, including the cerebellum, in adults with dyslexia. Symptoms of dyslexia in preschool Confusing sounds (s-l, r-l, p-b), omitting sounds or parts of words Using words in the wrong meaning Poor memory for common words Poor rhyme creation Inability to identify the first and last sound in a word Inability to memorize a nursery rhyme Difficulties with copying or tracing Disorders of short-term memory, attention, skill, clumsiness when dressing, tying shoelaces Inability to distinguish left from right Difficulty repeating rhythms Symptoms of dyslexia in primary school Excessive expenditure of energy and time on schoolwork Frequent and rapid fatigue Slow performance Making a lot of mistakes Skipping words and lines Letter (p-b-d, g-q, e-a) and sound confusion Difficulties in learning the alphabet, tables, days of the week, months Often confusing left and right Expression problems (poor vocabulary) Difficulties in grammar Difficulties in learning a foreign language Attention and concentration problems Psychological problems - depression, aggression Source: Navrátilová D., 2009 Dysorthography is a specific disorder of spelling and often occurs in conjunction with dyslexia. This disorder does not affect the entire grammar of the language, but rather concerns specific dysorthographic phenomena: omissions, substitutions of visually similar letters in written form, misspellings, errors due to articulation difficulties, incorrect placement or omission of vowel lengths, and errors in softening (in czech language). It also negatively affects the application of grammatical knowledge. Even after remediation, a student with dysorthography still makes mistakes but requires more time than other students. In time-limited tasks such as dictations and written tests in any subject, dysorthographic errors may reappear and there may be more errors in phenomena that the student has learned orally without difficulty and can explain correctly (Bartoňová, 2018). Symptoms of dysorthography in elementary school: Difficulty with short, time-limited tasks, especially dictations and ten-minute writing exercises. Difficulties are also manifested in the teaching of a foreign language. The student has much greater difficulty distinguishing certain graphic symbols. When writing letters, the student often confuses their order. Source: Bartošová M. 2018 Specifické poruchy učení Primary reflexes and dyslexia Persistent primary reflexes can cause symptoms of dyslexia and dysorthography, especially Asymmetric Tonic Neck Reflex (ATNR), Tonic Labyrinthine Reflex, and Moro Reflex. Persistent Asymmetrical Tonic Neck Reflex (ATNR): Inhibits the development of smooth eye movements that are necessary for reading. Children with persistent ATNR reflex can read the first (left) part of the page, but often cannot "move" their eyes across the middle line to read the right part of the page (usually they have to turn their head instead of just moving their eyes). Inhibits eye coordination, so the child may see everything blurred or double. Children usually do not perceive this as a problem because they are used to poor vision, and for them, it is normal. Inhibits the proper development of connections between both hemispheres of the brain, so both dominance and specialization of brain centers cannot develop optimally. The connection between both hemispheres, called corpus callosum, develops until the child is six or seven and a half years old. Therefore, it is normal for younger children to reverse letters and numbers. Only after the age of 8, reversing letters and numbers is considered a symptom of dyslexia. If ATNR persists, the balance system is often less developed, and if ATNR persists, the child often has poorer balance and coordination of movements, especially hand-eye coordination. In 2006, McPhillips studied 739 children aged seven to nine in Northern Ireland. The results of the study showed that children with reading difficulties (either with a diagnosis of dyslexia or without) had persistent ATNR more often than other children. Persistent Tonic Labyrinthine Reflex (TLR): It worsens spatial perception, causing a child to misjudge distances. Poor spatial orientation often causes a child to stand in the "private" space of other children (e.g., walking too close to other children's feet, standing too close). It causes a worse sense of right and left, leading to clumsiness, and the child misunderstands three-dimensional images and "mirrored" images. Moro Reflex: causes problems with focusing attention and visual stress. Article Author: Marja Volemanová Sources: FAWCETT, Angela J.; NICOLSON, Roderick I.; DEAN, Paul. Impaired performance of children with dyslexia on a range of cerebellar tasks. Annals of Dyslexia, 1996, 46.1: 259-283. NAVRÁTILOVÁ D., 2009, Obecné projevy dyslexie v mateřské, základní a střední škole STEIN, John; WALSH, Vincent. To see but not to read; the magnocellular theory of dyslexia. Trends in neurosciences, 1997, 20.4: 147-152. VOLEMANOVÁ, Marja. 2019. Primární reflexy, opomíjený faktor problémů učení a chování u dětí. 2. rozšířené vydání. Statenice : INVTS, 2019. 978-80-907369-0-0 WITTON, C., et al. Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers. Current biology, 1998, 8.14: 791-797. View All Other Pages (49) Articles | Cortex Academy | PhDr. Marja Volemanová, PhD. All articles Toddlers Preschool children School children Newborn Teenagers Search ADHD and ADD ADHD stands for Attention-Deficit/Hyperactivity Disorder, which is a neurodevelopmental disorder that affects both children and adults.... Links between SLI, Motor Development and Literacy Acquisition in Children Links between SLI, Motor Development and Literacy Acquisition in Children. Dyslexia and dysorthography Dyslexia is a specific reading disorder, either congenital or acquired through brain damage. It is the most common form of specific... Specific learning disorders "Specific learning disorders" is a collective term for a diverse group of conditions that manifest as significant difficulties in... Dyspraxia Dyspraxia is a specific developmental disorder of motor function, defined as an impairment or immaturity in the planning and organization... The development of children from 1 to 3 years old the first year of life, we could predict quite accurately when a child would acquire certain skills. However, the older the child gets,... Neuro- Developmental Stimulation The basis of Neuro-Developmental Stimulation (NDS) is Neuro-Developmental Therapy. Tests and exercises are based on the psychomotor... Neuro-Developmental Stimulation in school practice as a tool for inclusion. Marja Volemanová Article published at: VOLEMANOVÁ, M. (2017) Neuro-vývojová stimulace ve školní praxi jako nástroj k inkluzi. Integrace a... Primární reflexy a jejich vliv na motoriku a řeč Primary reflexes and their influence on motor and speech development Mgr. Marja Volemanová, Institut neuro-vývojové terapie a stimulace... Primary reflexes in a newborn "Primary reflexes play a crucial role in aiding the baby during the birthing process and serve a vital function in the first few weeks of... Psychomotor development of the child We must approach the child's development comprehensively. It concerns not only motor skills but all aspects of personality, including... The risk factors for persistence of primary reflexes The development of motor skills and the trajectory of development are an excellent indicator of the proper maturation of the nervous... School (im)maturity. Every preschooler will eventually become a student, and this period is a significant stage in their life, not only for them but also for... Primary reflexes in preschool children Primary reflexes have the potential to cause poor coordination of movements, deficits in fine motor skills, issues with pronunciation,... Fullscreen Page | Cortex Academy Introduction for Experts | Cortex Academy | PhDr. Marja Volemanová, PhD. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Advanced NDS course Eye movements Supervision NDS meeting Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Reviews Publications Company INVTS s.r.o. For professionals Welcome to the Cortex Academy® website for professionals Our w ebsite is dedicated to providing resources and information to help professionals better understand the importance of N euro-D evelopmental Stimulation, and how it can benefit their clients. ​ Under the Courses and Seminars tab, you will find information about the organized courses specifically designed for professionals in the field. Our courses are currently offered in Czech (we plan E nglish version as well) and provide training in Neuro-Developmental Stimulation techniques. If you want to learn more about primary reflexes and their influence on learning and behavior, don't forget to check out the Publications and E-shop tabs! ​ What you'll find in the "For Professionals" section Courses and Seminars Online ​Introductory course NDS Advanced course NDS Active Learning Advanced course NDS Active Development Supervision NDS meetings Online Advance course NDS Active Learning- Eye Movements Cortex Kids online (for parents) IN ENGLISH TOO Neuro-Developmental Stimulation ​Persisting primary reflexes NDS Active Learning NDS Active Development ​ Course reviews Publications Kalendář akcí ​ 1.-30.9.2024 Úvodní online kurz NVS 5.-6.9.2024 Pokračovací kurz NVS Pohybem se učíme® 20.9.2024 Pokračovací kurz NVS Pohybem se rozvíjíme® 3.10.20244 Přednáška na dni otevřených dveří Sarema Praha 10.-11.10.2024 Pokračovací kurz NVS Pohybem se učíme® 14.10.2024 Přednáška na klinicko-psychologickém dni pořádaném Českomoravskou psychologickou společností 25.10.2024 účast na 22. ročníku logopedické konference, Brno 31.10.-1.11.2024 Pokračovací kurz NVS Pohybem se učíme® pro ZŠ pro sluch. postižené - v Olomouci (uzavřená skupina) 1.11.-30.11.2024 Úvodní online kurz NVS 14.-15.11.2024 Pokračovací kurz NVS Pohybem se učíme® 29.11.2024 Pokračovací kurz NVS Pohybem se rozvíjíme® About me ​ PhDr. Marja Volemanová, PhD. I was born in the Netherlands and live in the Czech Republic (Prague) since 1999. 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. View All Events (48) Náhradník na: Pokračovací kurz NVS Pohybem se učíme® pro absolventy úvodního kurzu 5.-6.9.2024 5. září 2024 | 7:00 Spojovací 16000, 252 62 Horoměřice, Česko Pokračovací kurz NVS Pohybem se učíme® pro absolventy úvodního kurzu 5.-6.9.2024 5. září 2024 | 7:00 Spojovací 16000, 252 62 Horoměřice, Česko Náhradník na: Kurz NVS Pohybem se rozvíjíme 20.9.2024 20. září 2024 | 7:00 Spojovací 16000, 252 62 Horoměřice, Česko View All Forum Posts (4) Tady je název příspěvku In Obecná diskuze 27. února 2023 Další člen to také může komentovat. Reagovat na to. Tedy diskuze pak bude probíhat hezky ve vlákně. 1 1 Welcome to the Forum In General Discussion · 27. února 2023 Share your thoughts. Feel free to add GIFs, videos, hashtags and more to your posts and comments. Get started by commenting below. 0 0 0 Tady je název příspěvku In Obecná diskuze 27. února 2023 A další může reagovat na reakci. :-) Také se tady mohou dávat smajlíci jako reakce. Nebo se to dá udělat systémem "šipka nahoru / šipka dolu" -> "upvote / downvote". Tedy systém jako byla palců nahoru a dolu. A pak se to podle těchto reakcí (kladných) dá řadit. 0 View All Programs (37) Strabismus Cvik na oční pohyby v období, co inhibujeme sací reflex Okohybné svaly View All

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