Neurointegration in early childhood: why movement precedes thinking

In developmental neuropsychology, movement has long been treated as secondary to "higher" mental processes such as language, attention, and thinking. Practice and research within the ARMIND methodology suggest the opposite: the sequential maturation of sensorimotor and reflex systems is a necessary foundation for these functions to develop at all.

Three levels of neurodynamic maturation

A child's development can be described as a sequential build-up of regulatory levels: from basic reflex responses, to voluntary control of movement, and further to higher forms of behavioral and attentional self-regulation.

• Reflex level — the timely integration of primary reflexes.
• Sensorimotor level — coordination of visual, vestibular and proprioceptive systems.
• Regulatory level — voluntary attention, planning and behavioral control.

When the lower regulatory levels remain insufficiently integrated, the child has to compensate for the deficit at a higher, voluntary level — which often appears as attention or behavioral difficulties.

Practical significance

This is why ARMIND-based assessment always begins with evaluating basic neurodynamic and sensorimotor indicators, rather than only observing behavior or academic performance. This approach helps identify the root cause of difficulties rather than only their outward signs.

This article describes the general principles of the methodology and does not replace an individual assessment by a specialist.