Mária Bereczki

In the course of my work, I meet more and more children whose movement, impulsivity and behavior regulation are difficult, the process of cleaning the room is delayed, and at the end of the kindergarten years, they have difficulty keeping their attention, their working memory is difficult, their gross and fine movements are not organized, their pencil grip is poor , it is a problem to recognize the right and left side of their body, their right and left hands. All of this significantly worsens their chances of getting into school. A large part of these reasons can be traced back to their organic immaturity, that is, to the weakness of the synapses and networks between the brain hemispheres and brain areas performing different functions, as well as to the weakness of muscle tone and the persistence of some infantile reflexes, which make it difficult to move different body parts separately. In some cases, all of this is complicated by sensory sensitivity, that is, the difficulty of sensing and processing different stimuli. The planned sensorimotor therapy (TSMT) and the measurement system that precedes it, the LongiKid © LongiKid © (a neuro-sensorimotor procedure suitable for characterizing the motor, cognitive and attention development profile of children from 3 months of age 11 up to the age of one year, and with which differently developing functions and nervous system maturation disorders can be identified) is suitable for the therapeutic treatment of the aforementioned problems.

Among other things, the method is also suitable for catch-up therapy for premature babies, for speech initiation therapy, for the development of fine motor skills, and for movement tasks in complex school preparation sessions.

The children of the 21st century must also seriously deal with the "civilizational" harms that hinder their development. I strongly believe that these disadvantages can be overcome more easily with movement therapy started as early as possible. However, I also consider it extremely important that children experience the development not as a difficult task, but as an experience of success shared with the therapist. For this, it is important not only to develop a good working relationship with the child, but also with his family, to receive support from the specialist even in difficult periods, and to treat the child's strengths and weaknesses as a whole, and help their development in an emotionally supportive atmosphere.

QUALIFICATIONS, TRAINING

History-Slovak humanities-teaching major - 2003. Pázmány Péter Catholic University, Faculty of Arts.
Childcare -, educational reason – 2014.
Inclusion and evaluation aspects and application possibilities of sensorimotor-based "Status and movement analysis" (ÁMV) - 2016. BHRG Foundation
Theory and practice of family-centered early childhood intervention - 2016. Budapest Early DevelopmentCenter
Children's examinations with a neuro-sensorimotor approach are interdisciplinary also model – 2017. Dinamikus Fejlödésdiagnosztika Kft.
Inclusion and evaluation aspects of the Longitudinal Complex Examination (LongiKid) with a neuro-sensorimotor approach - 2018. Dinamikus Fejlödésdignosztika Kft.
Catch-up of organically immature children who can be integrated into a homogeneous group with Planned Sensorimotor Training (TSMT-II) - 2018. TSMT-HRG Collage
Individual therapy of organically injured children with planned sensorimotor training (TSMT-I) - 2018- TSMT-HRG Collage
Neurological basics in the light of learning and sensorimotor therapies - 2018.TSMT-HRG Collage
Movement (frontal lobe) exercises in teaching and development - 2019. Csodakapu Public Foundation