Stages of sensomotor correction in self-regulation development of junior schoolchildren

Self-regulation development can be described as a process having multilayer causation. Maturing of self-regulation is still little-investigated. The aim of current research was to study the application of sensomotor correction method in self-regulation development. The experimental group included 30 students in the age of eight-nine years with learning difficulties due to instability and lack of concentration. The control group consisted of 36 children of the same age with the same problems not taking part in the intervention course. The basic diagnostics method was the neuropsychological battery of tests. The intervention method, applied in this study, was the method of sensomotor correction. It focuses on normalization of the first functional block of brain by means of motion.The correction process included four stages with special exercises (breathing, locomotory, oculomotor etc.) each one. Some basic exercises were performed throughout the whole intervention period. During nine months the children have been having two one-hour group sessions per week. Each group consisted of 6 persons. Comparison with the control group has shown that the sufficient positive changes of self-regulation level have taken place in the experimental group. Improving of school results, more pronounced in experimental group, also confirms that sensomotor correction is a powerful way of self-regulation development.