JOOGA MÕJU ÕPIRASKUSTEGA- JA ERIVAJADUSTEGA LASTELE

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Katri Kaldaru, joogaterapeut, Rakvere Joogakool

Rakvere, Estonial

2018

The Healing Effects of Yoga on the Holistic Health of Children with Learning Difficulties and Special Needs".

Lõik tekstist.

Observations.

Especially in the beginning lot of observations were made. Individually and as a group in different environments with different teachers. In a small space and large, outdoors and indoors. How they are interacting? How they are winning and loosing? (Sports) How they are listening? Where are their borders and do they have borders?

Constant observation was taking place during the whole year. Yoga classes.

Yoga classes were in constant evolution. Taking into account also children's current needs. If there had been a fight, we might have all class for conversation and relaxing and drawing. Drawing always calmed them down. Or if children were excited to try new postures we might have all class for trying new postures. Or we might listen to a long mantra or lay in silence for a long time or we might discuss what are the good deeds or how did they make a world a better place?

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Sound /Mantra.

Class started with a simple sound in the beginning and evolved into a mantra by the spring.

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Asanas.

First a balance asana evolving into a more complex balance asanas by the spring. Bodies were weak. Especially shoulders and arms (heart connection?). Simple postures were introduced first. The aim was to strengthen the back and bring more flexibility and strength overall. Feed the body by improving the circulation and so. Balance was very poorly in the beginning.

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Nyasa.

Starting to first be conscious of ones body and know were everything is? Most children for example have to look where their belly button is? First in sitting position, so they can touch and see what i am doing, then laying down, then by thought only. That finished off, them being able to do a full body relaxation by themselves in Spring.

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Silence.

Being completely silent in sitting or laying position. Starting from one minute. In spring 2017 we did silence for full academic hour for them, 45 minutes. Two left from half way, but others finished it nicely. This is a challenge even for an adult.

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Mind.

Questions were asked. What made you happy today? How did you make a world a better place today? Did yo do some good deeds today? Did you see someone else do some good deeds? Was it by thought, word or action etc.?

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Bhavana

was slowly used to expand the mind. Most children's minds were so closed and constricted. Starting with simple ways-similar to those how kids play. If i would be a father what would i do with my kids? When i grow up, what kind of home will i be living in? Imagine Sun or light in your heart. Find your heart, lungs etc. Bring peace, strength, protection, light etc. to your different body parts together with nyasa and or relaxation. So in the spring they were able to do their own relaxation at the end of a class giving themselves exactly what they needed at that moment.

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Beauty.

These children need beauty. Beauty is something that is lacking in most of their lives and beauty works. Be it a beautiful song or chant with beautiful photos or pictures in the background or an animal or flower or planet.

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Extras.

Looking into each others eyes with different partners. Then with touching (hands, fingers) to get the sense of energy.
Recognizing each other only by energy. One child is eyes closed and has to recognize classmates only by energy.

Sound, movement- very slow dancing with different partners. Chanting together with different partners with hand gestures.

Little wisdoms-how can be mind used for good or evil? What is mantra? What finger is connected with what organ? What are the elements? Etc. Do you have a soul? Where it is? Etc.
One child gives a class to others. Learning to read stick figures of yoga.

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Kindergarten trauma.

Most children in Estonia are sent to kindergarten at the age of three or even earlier. After managing the conscious or unconscious abandonment and making most of the cakras disfunctional, they learn to follow orders and not think for themselves, nor express their feelings. They learn to be disempowered and totally alone with their problems.

So first you have to create an environment where thinking, expressing your feelings and creativity is allowed. It takes some time. Even simple things, like allowing them to choose what drawing tools they use by themselves took many months after questions like: “Can i use this pen?” disappeared. This is also one of the reasons creativity classes were created for the next year, so they would learn to be creative again.

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Vedic chanting.

Pronaunciation of Sanskrit letters are learned and simpler mantras are introduced, like Šiva sutras, Pancamayaslokah, Suryanamaskara mantrah.

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Advanced classes.

More complex asanas were introduced there. Also chanting was part of a class. Reading a pulse before and after practice. More complex bhavanas and mental concepts, like gunas for example. Every child also had a chance to perform solo his/her best asanas in the Spring Concert for parents and others.

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