Mary Baker; MBE
Past President of the European Brain Council, past President of the European Federation of Neurological Associations, Consultant to the World Health Organisation (WHO), Member of EFPIA Advisory Board, Chair of the Working Group on Parkinson’s Disease formed by the WHO in May 1997.
Neuroscience show us that visual-motor excercises create functional connections among visual and motor brain regions, and improve visual-motor integration in children. I believe many children can benefit from Brainscribe program and its visual-motor and grapho-motor training activities. For children in general, the wide range of challenging visual-motor excercises in the Brainscribe program can help their cognitive development; while children with poor visual-motor integration or fine-motor difficulties can benefit from targeted corrective interventions . Therefore, I believe Brainscribe program offer great resources for everybody interested in cognitive development in children, and recommend Brainscribe activities to teachers and parents who wish to stimulate their children’s visual-motor integration development.
I especially welcome the dedication of the Brainscribe authors to address the needs of the growing ageing population. Brainscribe Senior is an invaluable stock of useful resources for adults and seniors. We know that cognitive training can play important role in retaining cognitive sharpness in ageing population in general. Furthermore, cognitive training can be even more important for adults with vulnerable, poor, declining, or impaired visual-motor integration, who can especially benefit benefit from systematic visual-motor excercise.
While some visual-motor training programs exclusively address either developnig children or elderly populations, I find the added value of the Brainscribe program in its bridging of this gap and poining to the importance of developing and retaining of the key cognitive functions for the long term health and well-being.
Author of the NTC learning program and long term member of the four-member committee of the International Mensa for gifted children.
When professor Peter Hannon published a study in 2003, showing that neuroscience has limited immediate implications in the pre-school children education, it was clear that it is necessary to include neuroscience in pedagogical practice. He noted that suggestions and methods of work for this important period of life seldom are given by neuroscientists. The fact that the number of students with developmental disorders, attention and concentration problems is increasing, leads us to look at the child's development more comprehensively and include methods that positively influence the overall development of childrens’ abilities. The fingers and eyes activate large regions of the brain cortex and directly play an important role in the development of the brain and interconnection of its regions, and the Brainscribe program offers the use of pen and paper rather than omnipresent tablets and mobile phones. The pencil and paper allow the child to perform complex movements, pull the lines to the left or right side, up or down, to circle, draw inclined lines and follow the tip of the pen. That is why programs like Brainscribe, which put a focus on visual-motor integration segment of development, must find a way to everyday pedagogical practice.
President principal of the European School Heads Association (ESHA).
The Brainscribe program enables a pedagogical approach based on knowledge about the development and functioning of the brain: systematically directing parents, educators and teachers to those playing activities with children that have a particularly beneficial influence on the formation and consolidation of brain connections during their most intensive development, from birth to about ten or twelve years old. Due to its neurophysiological basis, the program perfectly complements the developmental and psychological principles of the Curriculum for kindergartens and elementary schools, while at the same time enriching it with proposals of specific targeted in graphomotoric and fine-motor activities. Activities are selected in such a way as to make the most of the child's experiences from his everyday life as relevant as possible and are useful in various fields of day-care and school activities. The program contains a systematic set of activities and provides for the flexibility of increasing their complexity based on the age and knowledge of children. By doing so, it maintains and encourages the development of learning motivation in children. In addition, its activities contain a lot of repetition to strengthen the resulting brain connections. Therefore, the program continually encourages parents, educators and teachers to create new play-learning situations and activities that are closely related to the characteristics of the concrete learning environment in which they are carried out.