Early stimulation or early care consists of providing the baby and child with the best opportunities for physical, intellectual and social development through activities aimed at children between 0 and 6 years of age, the age range with the greatest brain plasticity. In this period known as the “critical period”, the child receives and assimilates all external experiences with greater ease. With early stimulation we aim to enhance the capacity for development and well-being of children, facilitating their integration into the social, family and school environment. For this reason, we work together with the family and the school environment, giving them the necessary support and guidance in each case.

Children’s occupational therapy is focused on seeking the independence of children in their daily lives. Through occupational therapy sessions we evaluate and set goals in the areas of self-care, play, at home and at school. Thus, we evaluate and treat motor skills, cognitive processing and sensory information processing disorders that interfere with the child’s occupational development. From occupational therapy we rehabilitate neurological pathologies (CP, infections, intracranial hemorrhages, etc.), prematurity, psychomotor delays, sensory integration disorders (tactile, proprioceptive, vestibular system, vision,…) etc.

Human babies are born with a series of stereotyped movements that allow their development during their first year of life. These movements in the first months of life make possible the integration of primary reflexes and the consequent proper development of the nervous system. If these movements that the child must perform in his first months, have not been done or have not been done enough, the reflexes will remain active, and may cause blockages in the development with the consequent difficulties both physical and cognitive, learning, emotional or relational level. Rhythmic movement therapy aims to give the brain a second chance to integrate these reflexes through the practice of a series of personalized exercises. When we integrate the reflexes we can see results at the motor, academic, hand-eye coordination and even emotional levels.

It is a very complete intervention, stimulating the nervous system and reaching the patient in a global way through neurofunctional rehabilitation. It is intended to give the nervous system a second chance to organize itself, through the movements that children make in their growth, development and ultimately in their verticalization process, thus modifying the nervous bases and producing changes at a cognitive level. In addition, therapist Padovan incorporates poetry and songs in the sessions, encouraging rhythm and coordination and stimulating language, memory, attention and imagination.

Therefore, the therapy is focused on modifying the origin of the difficulty due to a bad organization of the nervous system in its maturation process, and stop focusing only on the symptomatology that produces this disorganization.