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Rhythm Intention: Connecting Language and Movement

Rhythm Intention: Connecting Language and Movement

Rhythmical intention is one of the methods of facilitation used in Conductive Education. It expresses the interaction between two skills: language and movement. Language and movement can be integrated and can be mutually effective. Where movement facilitates the learning of language, speech serves the child in controlling movement. The term ‘rhythmical intention’ consists of two elements: rhythm and intention.

Four Stages of Life Skills Acquisition

Four Stages of Life Skills Acquisition

Life Skills Required for Day-to-Day Living — Since the central goal of Conductive Education is to integrate the child into day-to-day living, then the skills the child must acquire are those required for day-to-day living. Skills are not a collection of movements, but rather what is required for play, studies, caring for one’s self, spontaneous expression, etc., all of which are complicated by-products and activities.

Active Daily Routine = Progress

Active Daily Routine = Progress

It is essential that during the course of the Conductive Education active daily routine each child assumes responsibility for himself, learns to consciously define his own goals, searches for ways to achieve his goals.

Group Environment as a Motivational Factor in Conductive Education

Group Environment as a Motivational Factor in Conductive Education

One of the outstanding principles of Conductive Education is the use of the group as an educational means. The group is one of the motivational factors that characterize the system. The special nature groups in Conductive Education stem from the fact that despite the great differences likely to exist between group members, the educational objectives are the same.