Spacial Dynamics® has researched and developed age-appropriate activities for the healthy development of the growing child. Teachers, physical educators, doctors, and remedial workers have been trained and are working with Spacial Dynamics® principles and activities in order to support the child's changing relationship to space during each of the different developmental stages, from birth through adulthood.

Games, classroom activities, tumbling and acrobatics, stave fencing, circus arts, Greek Pentathlon, track and field and dance which have been further developed through Spacial Dynamics® in relation to the needs of the growing child. These inclusive physical and movement education activities are taught in public and private schools world-wide by movement educators who have completed the Spacial Dynamics® training.

The current challenges children are facing such as ADHD, sensory integration dysfunction, dyslexia, autism, reflex integration and various emotional issues such as anger, aggression, and depression have been successfully addressed through working with the principles of Spacial Dynamics®.

Teachers, psychologists, movement educators, and remedial workers trained in Spacial Dynamics® principles and specially-designed techniques develop the skills to perceive how the child's movement and the space around them is hindering them and thus contributing to their dysfunctions. These special techniques work to harmonize the child's movement and relationship to space, promoting a change in the patterns contributing to these special challenges.

R. Steiner mentioned that Handwork is gymnastics in miniature. Spacial Dynamics is about gesture and how a person "wears their space". Years ago I began to connect the movement of students Handwork projects with the overall gesture that they presented. I began to observe large motor movement and see that similar gestures emerged in the hand sewing or knitting of that person. For example, if a gesture of contraction was present in ones movement, the stitches of that same student were tight and the fabric puckered up all around the stitching. I began to wonder, if the student was able to expand their large motor movement enough would it affect the fine motor or visa versa, though my experience they are certainly connected.

It all begins with observation. Recently a student came to me with knitting stitches so tight they were unable to insert the needle into the stitch. As the student approached me I observed that the overall gesture was one of contraction, elbows tucked in, shoulders raised. I suggested the knitting to rest on the table for a moment while we took a look at the shoulders. I reached out, conscious of my own gesture, gently placed my hands upon the students shoulders, and gave gentle weight consciously "going through my elbow", the shoulders relaxed, a big deep breath followed, we then together, turned to the knitting to examine what was going on there and discovered a way to loosen the stitches so knitting became a comfortable exercise rather than a struggle.

I was introduced to Spacial Dynamics during my Handwork training at Sunbridge College, in Chestnut Ridge, New York. Each morning for the three year part time training course, we engaged in one hour of movement, doing both Spacial Dynamics and Bothmer Gymnastic exercises. As I incorporated these movements into my daily routine, the world around me began to shift and new insights sprang forth.

Waldorf education is an education from the whole to the parts.

One of the most valuable things I feel I learned from "training" both HW & SD, is to be a researcher through observation, of my own actions and movement and observation of the other.

Handwork training provided me with the foundation of what to do in the classroom, the practical activities within the curriculum. Spacial Dynamics provided me with a method of how to BE with the students.

We are farmers planting seeds,