It will be of interest to all those involved in health and education,
parents and professionals. The programme comprises six sets of simple
exercises and suggested music for listening.
Each set of exercises, and music selected for listening, are used for one week so the programme takes six weeks. The exercises themselves serves as a guide to a child’s stage of neuro-physiological development. They provide a very early indication of difficulties & active support. The aim being to prevent later learning and behavioural problems. They provide the opportunity for children to use the movements necessary to pass through the important stages needed for the body and brain to reach readiness for learning. They precede the work done for integration. The exercises do not harm those who have reached each milestone but help with consolidation and automaticity. They are vital for those who have missed early stages or who have regressed for various reasons.
Improvements are noticed each time the programmes are used. They can be followed through each half-term for the whole year or interleaved with more outdoor activities in the summer term. They can also be used as warm up activities in P.E. lessons.
The sound element is based on Sound Therapy Principles and helps to develop hearing and listening skills. It is possible and desirable to incorporate it into everyday routines. It helps to develop healthy attitudes to regular exercise and relaxation. They benefit all children.
Teacher training, Inset days, workshop and conference presentations offered.
Next Easie Training
Autumn, date and venue to be confirmed
Letter received this summer from a former EASIE trainee
I am writing to let you know of my experience of using EASIE over the past 3 years as a Reception teacher in Camden.
I first heard about EASIE whilst researching the importance of movement for the development of young children, for my dissertation at Nottingham Trent University. Whilst i was doing so, I attended An EASIE training with you at Newark, giving the back ground to EASIE and the way in which it can be easily implemented in schools to provide vital physical development opportunities to children.
After the course, I visited a teacher in a school in Nottingham to observe her using EASIE with her class of year 2 children. I was fascinated and excited with what I found, as the teacher told me about the ways in which it had transformed the behaviour, focus and concentration of some of the children in her class, even though most of the children were 7 years old.
Based on this, when I became a teacher of my own class of children in 2008 I started EASIE straight away. I have always done it from 9am to around 9.10am to provide a strong routine for the children which really helps. To be honest, regardless of the fantastic benefits I will talk about next, just doing the programme alone is a lovely way to start the day, bringing the class together and letting them know school has started. It is also a great way to promote early listening skills as it requires the children to follow instructions and participate in a group. It ticks no end of areas of the EYFS which is always great!
However, the most significant benefits of EAsIE have been seen with the Children. Many of whom who have come in to reception without the skills necessary to sit still for extended periods or to concentrate and maintain focus for an extended period. For these children, EASIE has given them the development opportunities necessary to build up their capacity to be able to do this. It has also really helped the children who have found it a challenge to hold a pencil, through addressing the underlying issues of core strength and motor control but in an exciting and inclusive way.
It is hard for me to say exactly how much of an impact EASiE has had, as like I said earlier, I have always done it since becoming a teacher but it is still clear to me that the children have benefited immensely and have always emerged from their year in Reception as confident, focused and self motivated children who have as a result achieved very highly when compared to the national and local averages. Whilst I believe that the EYFS is holistic and all experiences contribute to a childs overall achievement, the children's daily experiences of EASIE cannot be underestimated as a significant opportunity to enable them to develop, enjoy themselves and to reach their learning potential.
Finally I'd like to thank those involved in EASiE for creating such a simple yet vital way in which to promote development and well being in schools.
Jennifer Oliver (Reception teacher in Camden London)
Another student doing a degree on Inclusive Education wrote after her degree was awarded, that she included the results of using EASIE in her dissertation. She had found those using EASIE in the group at her special school all improved significantly in 'The Draw a Man test' after one run through of the programme.