

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
Reflexes
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P163-C11
2025-04-25
833
Reflexes
When a baby is born, he uses a set of primitive reflexes, which emerged in utero, to help him survive for the first few months of life. These primitive reflexes are ‘automatic, stereotyped movements, directed from the brain stem and executed without cortical involvement’ (Goddard, 2002: 1) and provide training for many later skills. However, these reflexes should not remain active beyond the first 6–12 months of life, because within this time frame higher centres of the brain should have controlled them, enabling more complex neural structures to develop. If this does not happen, the child cannot move on to a stage where he can control voluntary response. Any retained primitive reflexes beyond the first year of life are evidence that there is an ‘immaturity within the central nervous system (CNS)’ (ibid.).
So, what may happen if primitive reflexes are still active after the first 6–12 months of life?
■ The postural reflexes, which develop after primitive reflex activity, may be blocked, preventing the child’s effective interaction with the world around him.
■ This can mean that immature behavior remains prevalent.
■ They can affect the functioning of gross and fine motor coordination skills.
■ Sensory, perceptual and cognitive skills can also be affected.
In fact, as mentioned above, retained reflexes can act like a tied rope, not allowing later learning skills to develop to a state when they occur automatically. For those children with just a slightly abnormal reflex profile, normal teaching strategies will probably be sufficient to help. When there are moderate difficulties, educators will also need to improve balance and coordination. However, as I discovered, when there are a number, or cluster, of remaining active primitive reflexes, then it is most likely that a reflex stimulation/inhibition program will be needed as a neuro-developmental delay exists.
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