Conductive Education was developed by Hungarian Professor Andras Peto, who graduated as a physician and began developing his theories in 1920.

Peto’s mother was an educator and his father had Parkinson disease, orienting him towards education and medical science.

Peto believed that human development is holistic and learning occurs in an integrated way, encompassing the sensory, motor, cognitive, communication and socio-economic aspect of development.

Programs are developed by a specialist conductor in consultation with parents, caregivers, therapists and educators.

There is a focus on the whole group in addition to each individual to motivate and encourage children to actively participate in activities.

A carefully planned timetable is designed to ensure children are actively involved in the curriculum and that all activities are used as learning opportunities.

Children participate in a series of tasks to assist improvement in motor skills to gain strength and independence in many areas of life.

The Conductor

The Conductor performs the initial assessment and organises and delivers the program. They write the program to include the tasks series and individual goals. They create situations than encourage the students to learn and solve problems and modify their performance to ensure they are working to their full potential.

Conductors are highly qualified professionals with 4 years full time double degree qualifications as well as significant hands o experience.

Daily Routine

This is the timetable of activities allowing for continuity, consistency, reinforcement and generalisation of skills across all environments and curriculum areas.

Rhythmic Intention

Conductive Education strategy that uses speech and song (or inner speech and song), and counting to learn to regulate movements. The desired movement is expressed first as an intention vocally and then the movement is carried out rhythmically. Singing helps organize the brain (and it’s fun)  and counting helps the student to focus on the training and finishing the task.

The Task Series

These series teach the performance of motor tasks that are learned spontaneously by children without motor disorders. The skills required for particular motor tasks are broken down into smaller steps and learned, step by step, within the Lying Task, the Standing Task and the Hand Task.

The Group

The social group works to motivate the student to complete tasks, encourages accomplishments and supports confidence and effort.

Facilitation

This is the “help’ given to enable the completion of the task.  It may include furniture (ladder, plinth, chair), equipment (armbands), manual physical assistance (hands on) and verbal prompts.

Active Participation

Restoring the interrupted learning process is not possible without the active participation of the individual.  In Conductive Education we expect and encourage the student to do as much as possible for themselves.