course length: 7 days, 49 class hours

The development of these patterns in humans parallels the evolutionary development of movement through the animal kingdom. The Basic Neurocellular Patterns are the words of our movement. They are the building blocks for the phrases and sentences of our activities. They also establish a base for our perceptual relationships (including body image and spatial orientation) and for our learning and communication.

The BNP are one of the foundations of Body-Mind Centering® and are interwoven with the Embodied Anatomy (body-systems material) in later courses. The BNP have extensive application in the areas of movement and psychophysical expression. Done in sequences, the BNP can also form the basis for a deep and ongoing personal movement practice.

This course includes:

Exploration of the prevertebrate patterns: Vibration, Cellular, Sponging, Pulsation, Mouthing, and Prespinal.
Exploration of the vertebrate patterns: spinal, homologous, homolateral, and contralateral.
Distinguishing and integrating the actions of yield, push, reach and pull.
Combinations of the vertebrate patterns that facilitate their integration.
Facilitating developmental repatterning in yourself and others.

Course length: 6 days, 42 class hours

The Primitive Reflexes, Righting Reactions, and Equilibrium Responses are the fundamental elements, the alphabet, of our movement. Underneath all successful, effortless movement are integrated reflexes, righting reactions and equilibrium responses. The reflexes are the most primitive patterns that occur in response to specific stimuli, and they establish basic survival patterns of function. The righting reactions are important in establishing a vertical or upright posture against gravity and a continuous head-torso axis. The equilibrium responses are patterns which maintain balance of the whole body in the dynamic relationship between the shifting of one’s center of gravity through space and one’s base of support.

This course includes:

Fundamental building blocks of human movement.
Postural tone and physiological flexion and extension.
Differentiating the RRR in relation to the three planes of movement (horizontal, vertical, sagittal).
The roles of the RRR in readiness for relating to earth and heaven, gathering and reaching, taking hold and letting go, weight bearing, rolling, vertical uprightness, locomotion and equilibrium.

Course length: 5 days, 35 class hours

The period from intrauterine life through approximately 12 months of age is an extraordinarily formative time for humans. Our basic movement patterns emerge in utero, are present at birth, and develop through the first year of life. It is during this time that we build the groundwork for our movement and perceptual skills and pass through the milestones by which we mark our development

This course includes:

Developmental milestones including: fetal movement, nursing, head control, eye-hand coordination, rolling, circumduction, belly crawling, quadrupedal crawling, sitting, kneelsitting, kneelstanding, half kneelsitting, half kneel-standing, squatting, standing, cruising, walking.
The sequence of development that allows the infant to progress through each and all skill levels during its developmental process.
Patterns of movement that inhibit more integrated skills from developing.
Facilitating integrated movement skills and inhibiting patterns which limit full development.

Course length: 4 days, 28 class hours

Our senses begin as potential and develop in response to stimulation and experience. The senses of touch and movement are located throughout the body — in every cell. The senses of vision, hearing, taste and smell are located in the head. It is through our senses that we receive information from our internal environment (ourselves) and the external environment (others and the world).

How we filter, modify, distort, accept, reject, and use that information is part of the act of perceiving. Perception is a global experience. It is the psychophysical process of interpreting information based on past experience, present circumstances and future expectations. When we choose to absorb information, we bond to that aspect of our environment. When we block out information, we defend against that aspect. Learning is the process by which we vary our responses to information based on the context of each situation.

This course includes:

Exploration of the six senses (movement, touch, taste, smell, hearing and vision).
Analysis of the perceptual-response cycle as the process of perception.
Bonding, defending and learning as psychophysical processes based on your perceptions.

Course length: 10 days (2 x 5 days), 70 class hours

Heartfelt approach to witnessing the intention and organization of an individual through the lens of infant developmental movement. The keen observation skills of normal infant progression from newborn to toddler lay the foundation and map for the facilitation skills covered in IDME 2.The focus of the Infant Developmental Movement Education 1 and 2 courses is on learning a non-invasive, playful and heartful approach to interacting with infants and their families and on applying the developmental movement material specifically in facilitating normal movement in infants.

This course includes:

Developmental assessment of children from birth to 12 months.
Applications of developmental movement repatterning in working with infants.
Safe and appropriate handling of infants.
Educational play and toys.
Professional issues in working with infants, parents and caregivers.
Indications, contraindications, scope of practice and referrals.

Prerequisites: Completion of the following four courses – Basic Neurological Patterns (BNP); Primitive Reflexes, Righting Reactions and Equilibrium Responses (RRR); Senses and Perception 1; Ontogentic Development

Course length: 10 days (2 x 5 days), 70 class hours

The focus of the Infant Developmental Movement Education 1 and 2 courses is on learning a non-invasive, playful and heartful approach to interacting with infants and their families and on applying the developmental movement material specifically in facilitating normal movement in infants.

This course includes:

Developmental assessment and movement repatterning skills in working with infants in relation to their parents, caregivers and other family members.
Developmental assessment and movement repatterning skills in working with infants in relation to daily activities and environment.
Educational play and toys.
Professional issues in working with infants, parents and caregivers.
Professional issues in working as an infant developmental movement educator.

Prerequisites: Completion of Infant Developmental Movement Education 1 (IDME 1) course

There is one optional day after each of the first three application modules IDME 1 A+B and IDME 2A, to explore the application of IDME to children with disabilities.

Prerequisites: Participation in the IDME program, SME, Practitioner or BMC Teacher certification.