Neurocorrection of a child with hyperactivity

“Flowers are the children of the plant kingdom, children are the flowers of the human kingdom.”

Every parent wants the best for their child. But what if something went wrong. For example, a child is inattentive, restless, often distracted, problems with behavior, with motor skills, with memory, with speech, quickly gets tired or rushes around like a wind-up, etc. You can learn languages as much as you want, go to sports clubs, hire a bunch of tutors, but you won’t achieve the desired effect. Or the second option, which can sometimes even be heard from a doctor, the notorious “it will pass or outgrow itself.” And so we wait a year, two, up to 5 or 10 years.

But the miracle doesn’t happen. We all want to believe in a miracle, a magic pill that will fix everything in an instant and “do it right.” But, fortunately or unfortunately, not yet.

Once, like this, parents came to our center with a 3-year-old boy. Already, when they first entered, it was possible to say that they needed help badly. A beautiful baby who couldn’t sit still for even a second (imagine how difficult it is for parents if this is a hyperactive child 24/7). At the time of the meeting, he had a small vocabulary of words, which he occasionally used, although it was difficult to parse them (dysarthria), he could also perform the task with difficulty (he could only make one-syllable simple instructions, with great support – in the form of motivation). It was clear that the parents did not know, and simply could not catch him in order to do something purposefully.

And the question arises, “so what to do with it? Can you help?”

Can! And Need. But how?

And here I would like to tell you about a method that really has proven effectiveness, and which works and shows results.

Neuropsychological correction, a complex correction of the child’s development, comes to the rescue. A method that combines 2 groups of correctional areas: bodily (physical exercises) and cognitive (aimed at the development of mental functions – memory, speech, spatial representations, etc.).

We carry out a complex correction, and do not work on individual skills, which allows us to achieve excellent results. When working with this baby, we used breathing exercises, which immediately help the child to control his body. Relaxation exercises, optimization of body tone, stretching, which improve the energy state of the body from the first lessons and create conditions for a child to have a good rest. Cognitive exercises and games aimed at the functions of programming and control, which improves the regulation of the child’s behavior. And all this is gradual, from 5-10 minutes of the child’s attention included, to complete immersion in the lesson for 40-50 minutes.

So literally after 1.5 months there were already the first results in the form of improvements in behavior, longer perseverance. And after 5-6 months, this is a completely different child who has made great progress in his development. Hyperactivity almost completely disappeared (rare jumps when overtired, although at first running and jumping made up most of the lesson). There was eye contact, which at first was simply impossible. Speech has shifted and become cleaner without porridge in the mouth, vocabulary has increased, questions have appeared and interest has become more focused, motivations have become diverse, the child comes and does the whole lesson on his own (in the beginning it was 5-10-20 minutes of work with the help of a specialist), he remembers the course of classes and can speak and control it himself.


No, it is a normal ontogenetic process, when step by step we help a child turn on non-working brain structures, which are perfectly visible both externally in the form of behavior and internally in the form of changes in rhythms on the EEG. It is important to remember that for the maturation of subsequent functions, healthy previous ones are needed. What we do every time in the classroom with the child.

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