Objednejte si termín vstupního vyšetření na neuro-vývojovou stimulaci (NVS) pro svoje dítě. Jak si rezervovat schůzku a co očekávat. BOOKING BOOKING BOOKING BOOKING How to Book an Appointment The first step is always an initial assessment with PhDr. Marja Volemanová, PhD. Based on the assessment results, we will then recommend an NDS therapist whose specialisation best matches your child’s needs. This therapist will conduct the regular follow-up appointments and continuously adjust the exercise programme. Marja remains the professional supervisor of the care process and consults with the therapist on further steps whenever needed. You can easily book an initial NDS assessment and the additional craniosacral therapy service through our CortexApp booking system. Simply choose a time that suits you and the system will guide you through the next steps. 1. Book an Initial Assessment Book an Appointment Book an Additional Service Book an Appointment 2. If you are already our client, you can log in to the CortexApp client portal. CortexHelp Client Portal After booking your initial assessment, please register for the CortexHelp client portal in the CortexApp. Please use the same email address that you entered when booking your initial assessment, and enter it in lowercase. Then confirm your registration by clicking the link that you will receive by email. After logging in to the portal, you will see the date and time of your assessment. You can find the initial questionnaire under the “Profiles” tab. Please complete and submit it before your initial assessment so that we can use the time during your in-person visit as efficiently as possible. Once submitted, the questionnaire will automatically appear in your profile. You can also upload important documents to the portal, such as medical reports, reports from counselling services or other recommendations that may be relevant to the assessment. Your Programme Clearly Organised in CortexApp After the initial assessment, CortexApp will become your clear and practical guide throughout the programme. You will find all recommended activities, home tasks and exercises selected by your therapist according to your child’s individual needs. Each task will be clearly described, and most exercises will also include an instructional video so that you can check the correct technique at any time. This means you will always have the whole programme at hand and will not need to remember every instruction from your appointment or search through notes and emails. In the app, you can follow current recommendations, return to previous tasks and prepare for your next follow-up appointment. You can also use CortexApp to book follow-up appointments easily. Appointments, documents, exercises and other recommendations will all be clearly stored in one place.

Naše centrum Cortex Help – klidný prostor pro diagnostiku, podporu vývoje dítěte a práci s NVS. Moderní přístup a prostředí zaměřené na rodinnou spolupráci. Our Centre Our Centre Our Centre Our Centre Why Was CORTEX HELP Created? It was created because we kept seeing the same situation again and again: a child has difficulties, parents look for help, and the whole process quickly turns into a tangle of recommendations. Everyone suggests something different, sometimes the advice even contradicts itself, and in the end the family is left trying to work out who is right and where to begin. But a child does not need “more methods”. They need someone to understand the connections and help identify the first meaningful step. CORTEX HELP is a place where we look at the child as a whole. We begin with the nervous system, the body and sensory processing – the foundations that hold development together. Only then do we build the next steps so that they are clear, connected and manageable for the family in everyday life. How We Differ from Standard Practices With us, you do not book “one service”. You enter a process with a clear structure: initial assessment → plan → home practice → follow-up and adjustment of the approach. We do not begin with what is most visible on the surface – handwriting, reading or speech – but with what often determines whether these skills can rest on a stable foundation at all: postural stability, coordination, regulation, sensory processing and well-integrated primary reflexes. In practice, this means: we do not add more “training” where the foundations are missing we do not overload the child with performance demands – we look for ways to make things easier for them we do not give the family ten different tasks – we set a few manageable steps that can be maintained and evaluated And because we work as a team under one roof, each stage of care can naturally build on the previous one. The family does not have to piece the whole picture together on their own – we make sure that everything fits together. And This Is What Our Centre Looks Like: Where Can You Find Us? The centre is located in a quiet area with good transport connections. Tiché údolí 687, Roztoky u Prahy View on Google Maps The branch is easily accessible by car and public transport. You can park at the Tiché údolí public car park, approximately 150 metres from the building at the end of the street. The train station is about 1.2 km away, approximately a 10–15 minute walk. You can also take bus 359 from the station – the Maxmiliánka stop is approximately 100 metres from the building. Booking an Initial Assessment The first step is always an initial neuro-developmental assessment with PhDr. Marja Volemanová, PhD. During the assessment, we look together at your child’s difficulties, development, motor skills, sensory processing and any persistent primary reflexes. Based on the results, we prepare an individual plan for further support. Follow-up appointments are then led by an NDS therapist whose experience and specialisation best match your child’s needs. This allows the ongoing support to be as targeted as possible while remaining accessible in the long term. Marja remains the professional supervisor of the entire process and regularly consults with the therapists on progress and any necessary adjustments to the programme. How the Process Works Initial Assessment with Marja A detailed evaluation of your child’s development and current difficulties. Individual Programme Plan Based on the assessment results, we create a plan for home exercises and further support. Selection of a Suitable NDS Therapist For follow-up appointments, we recommend a therapist according to your child’s needs and the therapist’s area of expertise. Regular Follow-Ups and Programme Adjustments The therapist monitors your child’s progress, adjusts the exercises and consults the overall approach with Marja when needed. Book an Initial Assessment Your first appointment is booked directly with Marja. We select the most suitable therapist for follow-up appointments only after the assessment results are available. Book an Appointment Where to Go Next on Our Website Neuro-Developmental Stimulation How We Work Our Team Pricing FAQ Contact What We Do: ADHD Developmental Language Disorder Speech and Language Difficulties Autism Dyslexia and Reading Difficulties Attention Difficulties Dysgraphia and Writing Difficulties Preschool Preparation

Logopedické obtíže u dětí – jak se projevují řečové problémy, co je způsobuje a jaká podpora řeči pomáhá. Diagnostika, logopedie a funkční přístup. Speech and Language Difficulties Speech and Language Difficulties Speech and Language Difficulties Speech and Language Difficulties What Parents Most Often Come to Us With “My child cannot pronounce certain sounds correctly.” “My child speaks, but their speech seems awkward.” “We were told to wait and that it would improve with time.” “We are already attending speech therapy, but progress is very slow.” Speech and language difficulties are among the most common reasons why parents seek support. Sometimes the difficulty is “only” articulation. In other cases, it may also involve reduced fluency, difficulties with understanding language or rapid fatigue when speaking. And very often, there is a sense that we are addressing the consequence rather than the underlying cause. How Speech and Language Difficulties May Be Related to Persistent Primary Reflexes Speech is not an isolated skill. It develops through the cooperation of movement, perception, breathing, oromotor function, sensory processing and the overall regulation of the nervous system. For some children, persistent primary reflexes may play a significant role – automatic responses that should gradually have been inhibited during early development. If they persist, they may affect: head and trunk stability, and therefore the physical “support” needed for speech, muscle tone and coordination, including the fine coordination of the speech organs, breathing and the ability to maintain a smooth exhalation during speech, sensory processing, so the child may become overloaded more quickly and speech may become more difficult. Typical Examples We See in Children With Speech and Language Difficulties In some children, persistent primary reflexes may affect articulation and speech fluency – particularly through their impact on head and trunk stability, muscle tone and regulation. TLR may affect stability and muscle tone throughout the body, making it more difficult to maintain the stable physical support needed for both the speech organs and breathing. The Moro reflex may increase sensitivity to sensory input and stress. Under greater load – such as noise, rushing or pressure – articulation may become less accurate and the child may tire more quickly. STNR may make sitting still and maintaining posture during structured activities more difficult. The child may fidget or frequently change position, making it harder to maintain the quality of speech-related tasks. When the nervous system is overloaded, fine motor coordination may also deteriorate. This can appear as awkward speech, inconsistent articulation or the return of previously corrected errors. The aim is not to “replace speech and language therapy”. The aim is to create a stronger foundation so that speech-related work can be more effective and more sustainable in everyday life. We want to avoid situations where a child can produce a sound correctly during calm, structured practice but does not use it in everyday situations at home or at school. This may not be because the child does not understand or is not trying, but because the nervous system does not yet have a sufficiently stable foundation to support speech consistently. How We Address This Area in NDS hen working with speech and language difficulties, we do not focus only on language and the mouth. We look at the whole body and at how the nervous system controls speech. We focus, for example, on: the presence of persistent primary reflexes and their impact on speech stability and posture (head, trunk and postural support) breathing and muscle tone, so that speech can be fluent and provide sufficient support for articulation the connection between movement, sensory processing and speech whether the nervous system is ready for targeted speech and language therapy, and the right timing for this work 💡 Important to Know Speech and language difficulties cannot be booked as a separate service with us. The specific approach is always determined only after the initial assessment as part of Neuro-Developmental Stimulation (NDS). This allows us to choose the right timing and form of support – so that the same things are not tried “again and again”, but each step makes developmental sense. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje Speech is built on foundations that extend all the way to motor development and sensory processing. Iverson, J. M. (2010). Developing language in a developing body. Journal of Child Language, 37(2), 229–261. Volemanová, M. (2020). Primární reflexy a jejich vliv na motoriku a řeč. Listy klinické logopedie, 1/2020. Volemanová, M. (2016). Vývoj řeči a přetrvávající primární reflexy. Sborník I. klinicko-logopedického sympozia, Praha, 45–49. Volemanová, M. & Květoňová, L. (2017). Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání, 1(3). The complete list of scientific references can be found on the Scientific Evidence page.

Seznamte se s týmem Cortex Help – NVS terapeutkami a specialistkami na vývoj dětí, logopedii, pedagogiku a kraniosakrální terapii. Více o jejich vzdělání a přístupu. Our Team Our Team Our Team Our Team PhDr. Marja Volemanová, PhD. Majitelka & zakladatelka metody NVS PhDr. Marja Volemanová, PhD., pochází z Nizozemska a od roku 1999 žije v Praze. Vystudovala fyzioterapii a speciální pedagogiku na PedF UK, kde v roce 2020 obhájila disertační práci zaměřenou na Neuro-vývojovou stimulaci v praxi speciálního pedagoga. Od roku 2009 pracuje ve vlastním poradenském zařízení, kde se dlouhodobě věnuje Neuro-vývojové stimulaci, speciální pedagogice a fyzioterapii. V roce 2015 založila Institut neuro-vývojové terapie a stimulace, který byl v roce 2022 rozšířen a přejmenován na Cortex Academy. Pravidelně přednáší a vede odborné kurzy zaměřené na přetrvávající primární reflexy. Je autorkou tří knih a několika odborných článků na toto téma. Její práce stojí na jasné vývojové logice, systému a dlouhodobé klinické praxi – bez zkratkovitých řešení. Mgr. Markéta Hrušková Klinická logopedka & NVS terapeutka Mgr. Markéta Hrušková vystudovala speciální pedagogiku na Pedagogické fakultě Univerzity Karlovy. Už během studia se aktivně zapojovala do projektů podporovaného zaměstnání a chráněného bydlení pro mladé lidi s fyzickým a mentálním handicapem a postupně se profesně profilovala v oblasti logopedie – v posledním ročníku začala pracovat jako školní logoped a zároveň ve speciálně pedagogickém centru při mateřské škole integrující děti s různými druhy postižení. V roce 2005 složila atestační zkoušku v oboru klinická logopedie a dlouhodobě kombinuje práci klinického logopeda v nemocnici i v soukromých logopedických ambulancích. Ve své praxi se zaměřuje především na děti s neurovývojovými poruchami v oblasti řeči a jazykových schopností, zároveň ale vždy pracuje komplexně – propojuje NVS s logopedickými postupy a dalšími speciálně pedagogickými přístupy (např. HYPO, ROPRATEM, percepčně-motorická nápravná cvičení aj.) a věnuje se také cílené podpoře dětí v předškolním období a přípravě na školu. Je týmový hráč a klade důraz na spolupráci s rodinou, školou i dalšími odborníky – rodiče vnímá jako klíčové partnery, kteří své dítě znají nejlépe. Mgr. Alice Vondráčková Pedagog a NVS terapeutka Mgr. Alice Vondráčková vystudovala Pražskou konzervatoř a Pedagogickou fakultu. Po období aktivní hudební činnosti se po narození prvního syna začala naplno věnovat pedagogické práci s dětmi. Dlouhodobě působí na Základní umělecké škole Štefánikova v Praze 5, kde vyučuje hru na flétnu, přípravnou hudební výchovu a hudební nauku. Ve své pedagogické praxi se zaměřuje na rozvoj pozornosti, rytmu, sluchového vnímání, koordinace a schopnosti postupně si osvojovat nové dovednosti. Metoda Neuro-vývojové stimulace Pohybem se učíme ji oslovila především propojením pohybu, motoriky a koordinace se schopností soustředit se a učit se novým dovednostem. Při práci respektuje individuální tempo a potřeby každého dítěte a hledá způsob, jak mu nové úkoly předat srozumitelně, citlivě a hravou formou. Zkušenosti získala také při vedení muzikoterapeutického kroužku. Ve své práci proto ráda propojuje principy Neuro-vývojové stimulace s vybranými muzikoterapeutickými prvky a využívá hudbu, rytmus a pohyb jako přirozenou součást práce s dítětem. V Cortex Help se podílí na vedení navazujících kontrol a individuálních programů NVS. Bc. Kateřina Pavlová Pedagožka & terapeutka NVS Bc. Kateřina Pavlová vystudovala učitelství pro mateřské školy na Pedagogické fakultě Univerzity Jana Evangelisty Purkyně v Ústí nad Labem se zaměřením na řízení mateřské školy. Ve své bakalářské práci se věnovala využívání metod zážitkového učení v mateřské škole. Ve své práci vychází z respektujícího a individuálního přístupu k dítěti. Má osobní zkušenost s podporou dítěte se specifickými vzdělávacími potřebami, které provázela první třídou základní školy v domácím vzdělávání. Tato zkušenost ji vedla k dalšímu vzdělávání v oblasti neurovývojových obtíží a k hledání způsobů, jak dětem i jejich rodinám nabídnout srozumitelnou a praktickou podporu. Absolvovala kurzy zaměřené na grafomotoriku, propojení hemisfér, pozornost, paměť a rozvoj hrubé i jemné motoriky. Ve své práci propojuje pedagogické vzdělání s praktickými aktivitami podporujícími koordinaci, smyslové vnímání a postupné osvojování nových dovedností. Podílí se na vedení navazujících kontrol a individuálních programů Neuro-vývojové stimulace. Při práci klade důraz na citlivý přístup, trpělivost a přizpůsobení programu aktuálním potřebám dítěte i možnostem celé rodiny. Mgr. et Mgr. Linda Chmelíčková Kraniosakrální terapeut Mgr. et Mgr. Linda Chmelíčková vystudovala politologii, mezinárodní vztahy a komunikační studia. Pracovala v diplomacii a také v oblasti vědy a výzkumu, ale když se jí narodily děti s různými vývojovými obtížemi, začala se intenzivně věnovat studiu dětského vývoje a hledání citlivých cest podpory. Sama se svými dětmi absolvovala Neuro-vývojovou stimulaci (NVS), a dobře tak zná i rodičovskou zkušenost – co obnáší hledání souvislostí, pravidelné cvičení a postupné kroky, které mohou dítěti ulevit a posunout ho dál. Postupně se profesně zaměřila na jemnou kraniosakrální terapii a osteopatii – pracuje s novorozenci, dětmi i dospělými a ve své praxi propojuje hluboce lidský, respektující přístup s odbornými znalostmi získanými v dlouhodobých výcvicích a kurzech. Absolvovala výcvik kraniosakrální osteopatie u Radka Neškrabala a kraniosakrální biodynamiky u Etienna Peirsmana, dále kurzy viscerální manipulace, Movement Lesson a Dornovy metody. V současnosti se dále vzdělává v oblasti masáží dětí a kojenců s využitím aromaterapie na Akademii vědomého rodičovství. Hledáme nové členy týmu CortexHelp Na různé pozice Rozšiřujeme multidisciplinární tým v novém centru v Roztokách u Prahy. Hledáme odborníky, kteří chtějí pracovat v systému, ne v izolovaných metodách. Pokud tě baví přemýšlet o dítěti v souvislostech a nechceš „jen odcvičit hodinu“, možná hledáme právě tebe. ⸻ Koho hledáme: Uvítáme terapeuty se vzděláním a praxí například v oblasti: • speciální pedagogiky • logopedie • ergoterapie • fyzioterapie • psychologie Zkušenost s Neuro-vývojovým přístupem je výhodou, ne podmínkou. Důležitější je otevřenost ke spolupráci a ochota pracovat v jednom společném rámci – Neuro-vývojové stimulaci (NVS). V případě zájmu o spolupráci se ozvěte na mail info@cortexhelp.cz Where to Go Next on Our Website Neuro-Developmental Stimulation How We Work Our Centre Pricing FAQ Contact What We Do: ADHD Developmental Language Disorder Speech and Language Difficulties Autism Dyslexia and Reading Difficulties Attention Difficulties Dysgraphia and Writing Difficulties Preschool Preparation

Jak pracujeme s NVS: diagnostika, vývojový model, primární reflexy, motorika a smyslové zpracování. Systematický přístup a plán podpory pro dítě. How We Work How We Work How We Work How We Work NDS is the starting point, not a label. We do not address one problem in isolation. We look at the child’s development as a whole – how the nervous system, body and senses work together. Many parents who come to us with their child have already tried different approaches – online courses, exercises or therapies. Sometimes there is a short-term improvement, but then progress stops. In other cases, one area improves while new difficulties appear elsewhere. The result is often similar: exhaustion, uncertainty and the feeling that they do not really know where to begin. That is why we start with the foundations and proceed step by step. We use the Tree of Development – a simple but very precise model that shows where it makes sense to begin and why. The Tree of Development – How to Understand It What parents notice and worry about most is usually at the top. Reading, writing, speech, attention, school performance and behaviour. But these skills do not develop on their own. They depend on what lies underneath – on how the nervous system, body and sensory processing function. Crown – What Brings Parents to Us Graphomotor skills, reading, writing, speech and school-related skills. These are the things you can see. The things school evaluates. The things that make everyday life more difficult for the child. Branches – Specific Functions The branches represent attention, pace of work, visual and auditory processing, orientation and specific cognitive functions. This is often where support already takes place – but if the trunk is not strong enough, the branches keep “breaking”. Trunk – Stability of the Nervous System The trunk represents stability, balance, coordination and the overall maturity of the nervous system. This is where it is determined whether the child can sit still, concentrate, regulate tension in the body and respond appropriately to a situation. Without a strong trunk, any further work becomes demanding and its effects may be short-lived. Roots – The Foundation You Cannot See The roots represent primary reflexes and sensory processing. In other words, how the body and nervous system respond to sensory input from birth, and how the child perceives their own body, movement, touch, balance and space. When the roots are weak or immature, the tree can still grow – but it grows unevenly, with great effort and less stability. Why We Do Not Start “at the Top” Writing provides a very clear example: for the hand to write fluently, the body needs a stable base of support. If a child is struggling with sitting, posture, muscle tone, spatial orientation, coordination or sensory processing, writing becomes significantly more demanding. The same applies to speech and language. Speech and language therapy may be excellent, but if the nervous system does not yet have sufficiently developed “foundations” – regulation, sensory processing, coordination and stability – progress may be slower or less stable. NDS does not say, “this does not work”. It says: let’s look at the roots. That is why we do not begin only with the visible difficulty, but with the fundamental developmental functions that hold the entire system together. Who Works at Cortex Help NDS is always our main framework. Based on the initial assessment, we know where to begin, what should follow and what needs to take priority. All subsequent steps are managed within Cortex Help. As development progresses, the child may later transition smoothly to another professional within our team, depending on their specialisation and on what is most important at that particular stage. We share information within the team. Parents do not have to act as a “messenger” between different therapies, carry reports from one professional to another, or try to piece the whole picture together at home. The entire process is coordinated and continuously evaluated. Every step has a clear reason and follows logically from the previous one. Our internal CortexApp system also helps us coordinate the process, ensuring that the different elements of support fit together and remain clear and organised. Booking an Initial Assessment The first step is always an initial neuro-developmental assessment with PhDr. Marja Volemanová, PhD. During the assessment, we look together at your child’s difficulties, development, motor skills, sensory processing and any persistent primary reflexes. Based on the results, we prepare an individual plan for further support. Follow-up appointments are then led by an NDS therapist whose experience and specialisation best match your child’s needs. This allows the ongoing support to be as targeted as possible while remaining accessible in the long term. Marja remains the professional supervisor of the entire process and regularly consults with the therapists on progress and any necessary adjustments to the programme. How the Process Works Initial Assessment with Marja A detailed evaluation of your child’s development and current difficulties. Individual Programme Plan Based on the assessment results, we create a plan for home exercises and further support. Selection of a Suitable NDS Therapist For follow-up appointments, we recommend a therapist according to your child’s needs and the therapist’s area of expertise. Regular Follow-Ups and Programme Adjustments The therapist monitors your child’s progress, adjusts the exercises and consults the overall approach with Marja when needed. Book an Initial Assessment Your first appointment is booked directly with Marja. We select the most suitable therapist for follow-up appointments only after the assessment results are available. Book an Appointment Na čem stavíme / odborné zdroje The NDS approach follows developmental principles and is grounded in scientific evidence. Zafeiriou, D. I. (2004). Primitive reflexes and postural reactions in the neurodevelopmental examination. Pediatric Neurology, 31(1), 1–8. van der Fels, I. M. J. et al. (2015). The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review. Journal of Science and Medicine in Sport, 18(6), 697–703. Volemanová, M. (2013). Přetrvávající primární reflexy, opomíjený faktor poruch učení a chování. Praha: Red Tulip. Volemanová, M. (2025). Primární reflexy v pediatrické praxi: prevence problémů s učením začíná u miminka. VOX Pediatriae, 11/2025, no. 9. Leisman, G. and Melillo, R. (2025). Evaluating Primitive Reflexes in Early Childhood as a Potential Biomarker for Developmental Disabilities. J Paediatr Child Health, 61: 846–851. https://doi.org/10.1111/jpc.70053 The complete list of scientific references can be found on the Scientific Evidence page.

Neuro-vývojová stimulace (NVS) – systematická práce s nervovou soustavou dítěte přes diagnostiku primárních reflexů, motoriku, smyslové zpracování a podporu učení. NEURO-DEVELOPMENTAL STIMULATION NEURO-DEVELOPMENTAL STIMULATION NEURO-DEVELOPMENTAL STIMULATION NEURO-DEVELOPMENTAL STIMULATION I developed Neuro-Developmental Stimulation (NDS) gradually — first as a mother looking for a way to help my own son. After studying physiotherapy, I began to focus more deeply on primary reflexes and their influence on child development. Later, I studied special education at Charles University, and I dedicated my further academic work, including my doctoral studies, to the development of NDS. I am the developer and author of Neuro-Developmental Stimulation, I lead NDS courses for professionals, lecture at scientific and professional conferences, and publish books and professional articles. It is important to me that NDS is practical and easy to understand, while at the same time being firmly grounded in research, developmental principles and rigorous professional work. You can find more information about Neuro-Developmental Stimulation and primary reflexes on our website www.CortexAcademy.eu Book an Initial Assessment What is Neuro-Developmental Stimulation? Neuro-Developmental Stimulation is systematic work with the child’s nervous system through movement, sensory processing and developmental principles. It is not based on what “should be trained”, but on how the child actually functions – how they manage postural stability, coordination, sensory processing, regulation and the skills that build on these foundations. We look at developmental connections – subtle mismatches in areas that should have matured and become integrated during development. These may later show up in learning, behaviour, attention, motor skills or emotional regulation. This is why difficulties are often not limited to just one area, but appear in different situations and in different forms. NDS therefore naturally connects a physiotherapy perspective with a special education approach. When we talk about psychomotor development, this is exactly what we mean: the development of “movement” and the development of the “mind” – including attention, emotional regulation and the ability to plan and complete a task – cannot be separated. Learning and movement are closely connected. A child may be trying very hard, but if they lack postural stability or spatial orientation, or if their nervous system is overloaded by sensory input, concentration and schoolwork require much more energy. This can then show up as fatigue, restlessness, avoidance of tasks or fluctuations in performance. That is why NDS does not focus only on practising specific skills. We first strengthen the underlying developmental functions so that speech, school-related skills and self-regulation can develop more naturally on top of them. Who is NDS suitable for? NDS is suitable from approximately 2–3 years of age, when a child is able to cooperate with basic tasks, but it can also be beneficial well into adulthood. It can be particularly valuable during the preschool years, before the child starts school. At this stage, we can support the foundations they will rely on every day at school – postural stability, coordination, sensory processing and self-regulation. This can often reduce difficulties that might otherwise become much more noticeable once school demands increase. And the opposite is also true: it is never too late. Adults may also experience difficulties related to how their nervous system manages load and regulation – for example long-term stress, overload, headaches, tension in the body or back pain. Every person has a different combination of difficulties. That is why we do not begin by selecting a “service”, but by understanding the connections. Within NDS, we then gradually focus on what is most important at that particular moment. Who typically comes to us: preschool children when “something does not seem quite right”, but it is not yet clear what school-age children with learning difficulties, attention difficulties, problems with learning or adaptation children who “cannot manage what they should be able to do” at school, despite trying hard children without an official diagnosis, but whose parents have a clear sense that development is not progressing smoothly How NDS Works 🔎 1) Initial Assessment At the beginning, we assess whether the child has persistent primary reflexes – automatic responses that should gradually have been inhibited during early development. If they persist, they may affect postural stability, coordination, sensory processing and the ability to regulate. During the assessment, we also look at how the child manages basic developmental functions and how these build on one another: stability, coordination, sensory processing, regulation and other related skills. This helps us determine where to begin and why. 🗒️ 2) Individual Plan and Home Activities Based on the assessment, we prepare a specific NDS plan. It does not determine “how many therapy sessions” are needed, but rather the direction and sequence of the steps. You receive simple activities to do at home – usually just a few minutes a day. Regular practice is what makes the biggest difference. 📈 3) Follow-Up Appointments and Adjusting the Plan During follow-up appointments, we monitor how the child responds, what is changing and what still needs to mature. We then adjust the plan accordingly – in a targeted way and for a clear reason. We may simplify something, add something, or leave something for later. NDS adapts to the child, not the child to the method. And we always work in partnership with the family – because most of the work takes place between appointments, at home as part of everyday life. Book an Initial Assessment What NDS Is Not ❌ NDS is not a quick “fix” for one specific difficulty. If a child struggles with something, it does not automatically mean that the answer is simply to practise that skill more. Sometimes the difficulty is only the visible result of a nervous system working under strain – there may be insufficient postural stability or coordination, or the child may be overloaded by sensory input. In such situations, performance-focused practice alone often adds pressure without bringing relief. NDS is also not an isolated therapy taken out of context. We do not work on the basis of “let’s try this and see what happens”. You are not booking a package of methods or a predetermined number of “procedures”. Individual approaches and exercises are introduced only when they make developmental sense – and always as part of one coherent plan with a clear sequence. And NDS is not passive care where everything happens during one hour with us. The greatest change happens between appointments – in everyday life at home. That is why NDS is based on cooperation with the family and on short, systematic daily practice. It is not about long exercise sessions, but about consistency: a few minutes every day that gradually build towards meaningful change. We do not experiment. We work systematically, guided by developmental principles and ongoing evaluation – and when needed, we adjust the steps so they match the child and their individual pace. What to Expect at Home After the initial assessment, you will receive a few simple activities to do at home. At the beginning, these are most often movement-based games and exercises that support basic developmental functions. They are not time-consuming – usually no more than 10 minutes a day is enough. The key is regularity, not duration. It is also important that the activities are often not “directly aimed at what the child struggles with”. If a child finds reading difficult, they will not simply be given more reading. If they struggle with maths, they will not just get more exercises. We first work on the foundations – stability, coordination, sensory processing and regulation. This often makes cooperation with the child easier and the changes more sustainable. How NDS Works: The Building Blocks of Neuro-Developmental Stimulation NDS is based on several core principles that work together. Psychomotor Therapy In NDS, we work from the principles of psychomotor therapy: by purposefully activating motor functions, we also influence psychological functions – not only “how the child moves”, but also how they concentrate, process sensory input, learn and calm themselves. This is one of the differences compared with approaches that focus mainly on physical fitness and performance. In practice, we work with simple positions and movement patterns that follow developmental principles – they often resemble early movement patterns associated with primary reflexes. In this way, we give the brain a “second chance” to move from reflexive responses towards more mature, voluntary strategies. Sensory-Sensitive Integration The brain needs to be able to integrate information coming from both outside and inside the body. In NDS, we therefore use the term sensory-sensitive integration: we connect external sensory information (vision, hearing, touch) with internal feedback from the body (such as proprioception, pressure and pain), which reaches the CNS through afferent pathways. When this integration does not work smoothly, the child may find it harder to organise movement, calm down and maintain attention. It is also important that the relationship between sensory processing and reflexes works both ways: improving sensory-sensitive integration may support reflex inhibition, and vice versa. That is why NDS deliberately connects these two areas. Inhibition of Primary Reflexes Primary reflexes are automatic responses that are important for survival and for the development of neural connections during the first months of life. As the brain matures, higher centres gradually take over control and these reflexes should be inhibited, creating space for stable posture, coordination and more refined skills. If primary reflexes persist, they may interfere with motor development, learning, speech and language development, and the ability to filter sensory input. In NDS, we therefore work systematically on reflex inhibition. Movement is essential for this process because it naturally strengthens neural connections that suppress reflexive responses and replace them with voluntary control. Holistic Model of Child Development You can think of child development as the growth of a tree. We often focus mainly on the “apples” – reading, writing, attention and behaviour. But these can only develop well if the tree itself is thriving. The roots represent early developmental milestones, reflex integration and effective sensory processing. The trunk and branches represent posture, balance and coordination – and only on these foundations can school performance, social functioning and emotional regulation develop securely. Neuro-Developmental Stimulation strengthens the roots so that the “fruits” – reading, writing, attention and learning – can also thrive. Booking an Initial Assessment The first step is always an initial neuro-developmental assessment with PhDr. Marja Volemanová, PhD. During the assessment, we look together at your child’s difficulties, development, motor skills, sensory processing and any persistent primary reflexes. Based on the results, we prepare an individual plan for further support. Follow-up appointments are then led by an NDS therapist whose experience and specialisation best match your child’s needs. This allows the ongoing support to be as targeted as possible while remaining accessible in the long term. Marja remains the professional supervisor of the entire process and regularly consults with the therapists on progress and any necessary adjustments to the programme. How the Process Works Initial Assessment with Marja A detailed evaluation of your child’s development and current difficulties. Individual Programme Plan Based on the assessment results, we create a plan for home exercises and further support. Selection of a Suitable NDS Therapist For follow-up appointments, we recommend a therapist according to your child’s needs and the therapist’s area of expertise. Regular Follow-Ups and Programme Adjustments The therapist monitors your child’s progress, adjusts the exercises and consults the overall approach with Marja when needed. Book an Initial Assessment Your first appointment is booked directly with Marja. We select the most suitable therapist for follow-up appointments only after the assessment results are available. Book an Appointment Na čem stavíme / odborné zdroje Neuro-Developmental Stimulation is based on scientific knowledge about the relationship between movement, sensory processing and the development of the nervous system. McPhillips, M. et al. (2000). Effects of replicating primary-reflex movements on specific reading difficulties in children: A randomised, double-blind, controlled trial. The Lancet, 355, 537–541. Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71(1), 44–56. Volemanová, M. (2020). Neuro-vývojová stimulace v práci speciálního pedagoga. Disertační práce, UK Praha, PedF. Available at: https://is.cuni.cz/webapps/zzp/detail/182844/ Volemanová, M. & Květoňová, L. (2018). Persisting primary reflexes – one of the causes of behavioral and learning disorders. Sborník Stejné a jiné v filosofické a speciálněpedagogické praxi, Praha. Volemanová, M. (2024). Teoretické základy metody Neuro-vývojové stimulace. Druhý dotisk 1. vydání (z r. 2021). Statenice, INVTS. ISBN 978-80-907369-4-8 Volemanová, M. (2016). Možnosti ovlivnění vybraných oblastí psychomotorického vývoje dítěte pomocí Neuro-vývojové terapie. Diplomová práce, UK Praha. Volemanová, M. (2025). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. 3. rozšířené vydání. Statenice, INVTS. ISBN 978-80-907369-2-4 The complete list of scientific references can be found on the Scientific Evidence page.

Scientific Basis of Our Work Neuro-Developmental Stimulation (NDS) is based on findings from developmental neurology, psychomotor development, sensory integration and special education. Below we list the scientific sources on which our work is based – international studies, meta-analyses and systematic reviews published in peer-reviewed journals, as well as our own professional publications. International Scientific Literature Bilbilaj, S., Gjipali, A., & Shkurti, F. (2017). Measuring primitive reflexes in children with learning disorders. European Journal of Multidisciplinary Studies, 2(5), 285–298. ISBN 9788890916144 Callcott, D. (2012). Retained primary reflexes in pre-primary-aged Indigenous children: The effect on movement ability and school readiness. Australasian Journal of Early Childhood, 37(2), 132–140. - https://doi.org/10.1177/183693911203700218 Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71(1), 44–56. - https://doi.org/10.1111/1467-8624.00117 Feder, K. P. & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317. - https://doi.org/10.1111/j.1469-8749.2007.00312.x Feldhacker, D. R. et al. (2021). Primitive reflex retention and attention among preschool children. Journal of Occupational Therapy, Schools, & Early Intervention, 15(1). - https://doi.org/10.1080/19411243.2021.1910606 Feldhacker, D. R. et al. (2022). The Correlation between Retained Primitive Reflexes and Scholastic Performance among Early Elementary Students. Journal of Occupational Therapy, Schools, & Early Intervention, 15(3), 288–301. - https://doi.org/10.1080/19411243.2021.1959482 Gieysztor, E. Z. et al. (2018). Persistence of primitive reflexes and associated motor problems in healthy preschool children. Archives of Medical Science, 14(1), 167–173. - https://pmc.ncbi.nlm.nih.gov/articles/PMC5778413/ Goddard Blythe, S. (2005). Reflexes, Learning and Behavior: A Window into the Child’s Mind. Fern Ridge Press. Goodarzi, S. et al. (2025). The Relationship Between Retained Primitive Reflexes and Motor Proficiency of Elementary School Children. Journal of Motor Control and Learning, 7(1), e158078. - https://doi.org/10.5812/jmcl-158078 Healy O, Reilly E, Davies J, Lovett V, Reed P. Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication. Journal of Autism and Developmental Disorders. 2024;54:4752–4756. doi:10.1007/s10803-022-05880-w. Iverson, J. M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229–261. - https://doi.org/10.1017/S0305000909990432 Konicarova, J. & Bob, P. (2012). Retained Primitive Reflexes and ADHD in Children. Activitas Nervosa Superior, 54(3–4), 135–138. - https://doi.org/10.1007/BF03379591 Konicarova, J. & Bob, P. (2013). Asymmetric tonic neck reflex and symptoms of ADHD in children. International Journal of Neuroscience, 123(11), 766–769. - https://doi.org/10.3109/00207454.2013.801471 Konicarova, J., Bob, P. & Raboch, J. (2013). Persisting primitive reflexes in medication-naïve girls with ADHD. Neuropsychiatric Disease and Treatment, 9, 1457–1461. - https://pmc.ncbi.nlm.nih.gov/articles/PMC3788695/ Leahy, A. A. et al. (2024). Associations Between Motor Competence and Executive Functions in Children and Adolescents: A Systematic Review and Meta-analysis. Sports Medicine, 54, 1497–1517. - https://doi.org/10.1007/s40279-024-02040-1 Leisman, G. and Melillo, R. (2025), Evaluating Primitive Reflexes in Early Childhood as a Potential Biomarker for Developmental Disabilities. J Paediatr Child Health, 61: 846–851. https://doi.org/10.1111/jpc.70053 Marco, E. J. et al. (2011). Sensory processing in autism: A review of neurophysiologic findings. Pediatric Research, 69(5 Pt 2), 48R–54R. - https://doi.org/10.1203/PDR.0b013e3182130c54 Martello, J. M. (2023). Persistent Primitive Reflex and Developmental Delay in the School-Aged Child. Journal of Pediatric Health Care, 38(1), 76–82. - https://doi.org/10.1016/j.pedhc.2023.09.005 Minderaa, R.B., Volkmar, F.R., Hansen, C.R. et al. Brief report: Snout and visual rooting reflexes in infantile autism. J Autism Dev Disord 15, 409–416 (1985). https://doi.org/10.1007/BF01531785 McClelland, M. M. & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142–151. - https://doi.org/10.1016/j.ecresq.2018.08.005 McPhillips, M. et al. (2000). Effects of replicating primary-reflex movements on specific reading difficulties in children: A randomised, double-blind, controlled trial. The Lancet, 355, 537–541. - https://doi.org/10.1016/S0140-6736(99)02179-0 McPhillips, M. & Jordan-Black, J.-A. (2007). Primary reflex persistence in children with reading difficulties (dyslexia). Neuropsychologia, 45(4), 748–754. - https://doi.org/10.1016/j.neuropsychologia.2006.08.005 McPhillips, M., & Sheehy, N. (2004). Prevalence of persistent primary reflexes and motor problems in children with reading difficulties. Dyslexia, 10(4), 316–338. https://doi.org/10.1002/dys.282 McWhirter, K. et al. (2024). The association between learning disorders, motor function, and primitive reflexes in pre-school children: A systematic review. Journal of Paediatrics and Child Health. - https://doi.org/10.1177/13674935221114187 Melillo, R. et al. (2020). Persistent Childhood Primitive Reflex Reduction Effects on Cognitive, Sensorimotor, and Academic Performance in ADHD. Frontiers in Public Health, 8, 571205. - https://doi.org/10.3389/fpubh.2020.571205 Melillo, R. et al. (2022). Retained Primitive Reflexes and Potential for Intervention in Autistic Spectrum Disorders. Frontiers in Neurology, 13, 922322. - https://doi.org/10.3389/fneur.2022.922322 Schoen, S. A. et al. (2019). A systematic review of Ayres sensory integration intervention for children with autism. Autism Research, 12(1), 6–19. - https://pubmed.ncbi.nlm.nih.gov/30548827/ Shalaby A, Hazzaa N, Hassanein S, Khattab A, Metwally N, Naeem F. Assessment of primitive reflexes in children with learning disability. Egyptian Journal of Otolaryngology. 2026;42:56. doi:10.1186/s43163-026-01026-2. Shaywitz, S. E. & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301–1309. - https://doi.org/10.1016/j.biopsych.2005.01.043 van der Fels, I. M. J. et al. (2015). The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review. Journal of Science and Medicine in Sport, 18(6), 697–703. - https://doi.org/10.1016/j.jsams.2014.09.007 Teitelbaum, Philip, et al. “Reflexes gone astray in autism in infancy.” The Journal of Developmental and Learning Disorders (2002): 15. Wang, M. et al. (2023). Attention deficit hyperactivity disorder is associated with (a)symmetric tonic neck primitive reflexes: A systematic review and meta-analysis. Frontiers in Psychiatry, 14, 1175974. - https://doi.org/10.3389/fpsyt.2023.1175974 Zafeiriou, D. I. (2004). Primitive reflexes and postural reactions in the neurodevelopmental examination. Pediatric Neurology, 31(1), 1–8. - https://doi.org/10.1016/j.pediatrneurol.2004.01.012 Publications by the Founder of the NDS Method [MV] Volemanová, M. (2013). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. Praha: Red Tulip. ISBN 978-80-905597-0-7. [MV] Volemanová, M. (2014). Primární reflexy, opomíjený faktor poruch učení. Bachelor’s thesis, Charles University, Faculty of Education. [MV] Volemanová, M. (2016). Možnosti ovlivnění vybraných oblastí psychomotorického vývoje dítěte pomocí Neuro-vývojové terapie. Master’s thesis, Charles University in Prague, Faculty of Education. [MV] Volemanová, M. (2016). Přetrvávající primární reflexy – opomíjený faktor problémů učení a chování u dětí. In Sborník Senzoricko-senzitivní integrace v rehabilitaci poruch řeči a sluchu, Praha, 57–61. ISBN 978-80-7331-373-9. [MV] Volemanová, M. (2016). Vývoj řeči a přetrvávající primární reflexy. Sborník I. klinicko-logopedického sympozia, Praha, 45–49. ISBN 978-80-270-0011-1. [MV] Ježková, M. (2016). Nepodceňujeme fázi lezení pro zdravý vývoj dítěte. Interview with Marja Volemanová. Integrace a inkluze ve školní praxi, IV(4). ISSN 2336-1212. [MV] Volemanová, M. & Luhanová, H. (2017). Děti – zaměřeno na smysly. Jóga dnes, January/February 2017, 74–77. ISSN 977-180393000901. [MV] Volemanová, M. (2017). Neuro-vývojová stimulace ve školní praxi jako nástroj k inkluzi. Integrace a inkluze ve školní praxi, IV(9). ISSN 2336-1212. [MV] Volemanová, M. & Květoňová, L. (2017). Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání, 1(3). [MV] Volemanová, M. & Květoňová, L. (2018). Persisting primary reflexes – one of the causes of behavioral and learning disorders. Sborník Stejné a jiné v filosofické a speciálněpedagogické praxi, Praha. [MV] Volemanová, M. (2018). ADHD ve škole. Co s tím? Integrace a inkluze ve školní praxi, VI(2). ISSN 2336-1212. [MV] Volemanová, M. (2020). Primární reflexy a jejich vliv na motoriku a řeč. Listy klinické logopedie, 1/2020. ISSN 2570-6179. [MV] Volemanová, M. (2020). Neuro-vývojová stimulace v práci speciálního pedagoga. Doctoral dissertation, Charles University in Prague, Faculty of Education. Available at: https://is.cuni.cz/webapps/zzp/detail/182844/ [MV] Volemanová, M. (2023). Dyslexie! Nebo ne? Aneb jak primární reflexy ovlivní vývoj vidění. Statenice, INVTS. ISBN 978-80-907369-5-5 [MV] Volemanová, M. (2024). Teoretické základy metody Neuro-vývojové stimulace. Second reprint of the 1st edition (originally published in 2021). Statenice, INVTS. ISBN 978-80-907369-4-8 [MV] Volemanová, M. (2025). Primární reflexy v pediatrické praxi: prevence problémů s učením začíná u miminka. VOX Pediatriae, 11/2025, no. 9, vol. 25. [MV] Volemanová, M. (2025). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. 3rd expanded edition. Statenice, INVTS. ISBN 978-80-907369-2-4 [MV] Volemanová, M. (2025). NDS Active Learning: Unlocking Potential through Neuro-Developmental Stimulation. Statenice, INVTS. ISBN 1230009249967

Předškolní příprava pro děti: stabilita těla, pozornost, koordinace, zpracování podnětů a školní zralost. Souvislosti s primárními reflexy a nervovým vývojem. Preschool Preparation Preschool Preparation Preschool Preparation Preschool Preparation What Parents Most Often Come to Us With “My child is going to start school, but I am not sure they are ready.” “They do not want to draw.” “They hold the pencil awkwardly.” “Their lines are tense and uncertain.” “They cannot stay at the table for long.” “Cutting with scissors is a struggle.” “They get tired quickly and then have an emotional outburst.” “At preschool, they say ‘they are not ready yet’ – but school is getting closer.” Sometimes parents come simply with the feeling that “something is not quite right”. In other cases, they already have recommendations from preschool or an educational counselling centre – but it is still unclear what would make the most sense to support first. Before starting school, it is often not about one specific skill. It is about whether the child has sufficient school readiness – in other words, a strong enough foundation for the demands of everyday school life. How Preschool Preparation May Be Related to Persistent Primary Reflexes School readiness is not just about “knowing letters”. Every day, a child needs to manage a wide range of developmental demands: sitting at a desk, listening, maintaining attention, following instructions, coping with changes, respecting rules, functioning in a group and, at the same time, not becoming completely exhausted by it all. In some children, persistent primary reflexes may interfere with these abilities – automatic responses that should gradually have been inhibited during early development. If they persist, they may affect: postural stability and sitting endurance coordination and orientation (left/right, spatial orientation, crossing the midline) sensory processing (noise, touch, movement in the environment) regulation (switching between activity and calm, tolerance of load) Typical Examples We See in Preschool Children The Moro reflex may increase alertness and sensitivity to change – the child becomes overloaded more quickly and may find pressure and new situations harder to manage. STNR may make sitting and desk work more difficult – the child leans on the desk, changes position frequently and quickly loses endurance. ATNR may interfere with coordination, cooperation between the cerebral hemispheres and crossing the midline – the child may have difficulties organising movement, directionality and, in some cases, visually guided tasks. The Spinal Galant reflex may contribute to restlessness when sitting and increased distractibility when the back touches the chair. TLR may affect muscle tone and posture – the body may be too “floppy”, with the child slumping over the desk, or unnecessarily tense, leading to rapid fatigue. The aim is not to look for “one single cause”. The aim is to understand what is using up the capacity the child will need every day at school. How We Address This Area in NDS Preschool preparation with us is not about drilling worksheets. We first strengthen the basic functions that help the child cope with the school routine with less effort. As part of our work, we focus on: assessing persistent primary reflexes and their impact on the body, regulation and learning postural stability (sitting, support, muscle tone, endurance) sensory processing and tolerance of everyday environments (noise, movement, touch) attention, pace and the ability to follow instructions coordination and orientation (space, left/right, crossing the midline) visual functions needed for desk work (tracking, orientation, shifting gaze) fine motor and graphomotor skills as one part of the process (grip, relaxation, precision) short home activities lasting a few minutes a day, which are adjusted continuously according to the child’s responses 💡 Important to Know You do not book “preschool preparation” as a separate service. Everything is part of Neuro-Developmental Stimulation (NDS), and the specific approach is determined only after the initial assessment. The aim is for the child to start school with a stronger foundation – so that the school routine is not a daily struggle, but something they can manage. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje Early support of basic developmental functions may improve a child’s readiness for school. Callcott, D. (2012). Retained primary reflexes in pre-primary-aged Indigenous children: The effect on movement ability and school readiness. Australasian Journal of Early Childhood, 37(2), 132–140. Ježková, M. (2016). Nepodceňujeme fázi lezení pro zdravý vývoj dítěte. Rozhovor s Marjou Volemanovou. Integrace a inkluze ve školní praxi, IV(4). ISSN 2336-1212. McClelland, M. M. & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children's early academic lives. Early Childhood Research Quarterly, 46, 142–151. Gieysztor, E. Z. et al. (2018). Persistence of primitive reflexes and associated motor problems in healthy preschool children. Archives of Medical Science, 14(1), 167–173. Volemanová, M. (2016). Možnosti ovlivnění vybraných oblastí psychomotorického vývoje dítěte pomocí Neuro-vývojové terapie. Diplomová práce, UK Praha, PedF. Volemanová, M. (2017). Neuro-vývojová stimulace ve školní praxi jako nástroj k inkluzi. Integrace a inkluze ve školní praxi, IV(9). Volemanová, M. & Květoňová, L. (2017). Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání, 1(3). Volemanová, M. (2020). Primární reflexy a jejich vliv na motoriku a řeč. Listy klinické logopedie, 1/2020. ISSN 2570-6179. Volemanová, M. (2025). Primární reflexy v pediatrické praxi: prevence problémů s učením začíná u miminka. VOX Pediatriae, 11/2025. The complete list of scientific references can be found on the Scientific Evidence page.

Doplňková služba kraniosakrální terapie pro děti – jemná manuální práce k uvolnění napětí, regulaci nervové soustavy a podpoře funkčního fungování v rámci NVS péče. Complementary Services Complementary Services Complementary Services Complementary Services When another layer of support may help At CORTEX HELP, the main framework of our care is Neuro-Developmental Stimulation (NDS). Sometimes, however, it can be helpful to add one more layer of support — gentle manual work that helps the body soften and allows the nervous system to settle more easily. That is why we offer craniosacral therapy with visceral manipulation as a complementary service. It is also the only service that can be booked separately , because its timing and character require a different setting from a regular NDS appointment. Craniosacral Therapy A gentle way to support release and nervous system regulation in children A child’s world is full of new sensations, growth spurts and strong emotions. Sometimes this sensitive system can become overloaded. Craniosacral therapy may help children release tension in the body, calm the nervous system and support the body’s natural self-regulating processes. At CORTEX HELP, the main pillar of care is Neuro-Developmental Stimulation (NDS). Sometimes, however, it may be useful to add gentle manual work that helps the child’s body soften and move more easily into a calmer state. That is why we offer craniosacral therapy with visceral manipulation as the only service that can also be booked separately. It requires a specific amount of time and calm that goes beyond the usual format of an NDS appointment. What does this therapy involve? It is not a forceful technique and it is not classical “adjustment” or manipulation. It is very gentle manual work focused on: Releasing tension: Working with soft tissues and fascia. Regulating the nervous system: Supporting calm and better tolerance of load. Visceral work: Gentle work in the trunk area, which may be helpful when the body has been holding tension for a long time. Most children experience the therapy as safe contact that helps them become more aware of their own body and relax more deeply. What may this therapy support in your child? Babies: Colic-like discomfort, difficulties with breastfeeding, unsettled sleep, or the effects of a difficult birth. Asymmetry and movement restrictions — KISS / KIDD: When a child clearly prefers one side, finds it harder to turn their head, or seems tight through the trunk. Releasing tension may make it easier to build the movement foundation for further work, for example within NDS. School load and emotions: Support with concentration, restlessness or hyperactivity-related load, anxiety, school-related tension, or emotional challenges. Growth and recovery: Support for healthy posture, recovery after injuries and the child’s overall resilience. Book a Craniosacral Therapy Session Sometimes the body holds on to tension — restrictions in movement that can make it harder for a child to find good alignment, symmetry and fluid movement. Gentle craniosacral therapy may help release these restrictions and support better body alignment. This can make NDS activities easier for the child and may help them benefit more from the exercises. Book