The Importance of the Pyramid of Learning

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Let's start at the very beginning.  A very good place to start!

You can see I've had a relaxing holiday when I quote "The Sound of Music"! Today is all about getting back to the very beginning.  For OTs the way we look at a child stems from our training.  I've already referred to this in a previous blog about the OT assessment process.

Today I want to introduce (or re-introduce for those who have already seen it) the Pyramid of Learning by Taylor and Trott (1991).  Before I continue, this diagram is published  in "How does your Engine run? A leader's guide to The Alert Program for Self-Regulation" by Williams and Shellenberger. (Read more about the ALERT program HERE).  Permission to publish this diagram here at Your Kids OT was obtained by Maryann Trott directly in October 2018. 

The Pyramid of Learning is a way of looking at the whole child. The very foundation of the pyramid is a child's central nervous system which is closely linked to their sensory systems. Adequate sensorimotor development is built on adequate registration and processing of sensory information (from the tactile, vestibular, proprioception, olfactory, visual, auditory and gustatory systems). Sensory motor development includes postural security, awareness of two sides of the body, motor planning, body scheme, reflex maturity and ability to screen input. This then supports perceptual motor development including eye-hand coordination, ocular motor control, postural adjustment, auditory language skills, visual-spatial perception and attention center functions. 

These are the underlying supports needed to help children achieve the pointy end of the pyramid (ie. daily living activities, behaviour and academic learning).  

Children are referred to occupational therapists for various reasons.  Most of the time our referrals are functional problems that is affecting the "pointy end" of the pyramid. For example, a child has difficulty with dressing, a child has difficulty completing a handwriting task, a child is having difficulty with attention.  It is then the role of the therapist to see if there are underlying issues that need to be addressed.  Can the therapist help the child gain new skills, modify a task or the way the task is performed or does the therapist help the child to compensate for the difficulty? This is all part of the clinical reasoning that a therapist figures out.

Children may have difficulties with one or more of the areas of development but this may not always affect their ability to complete functional tasks.  For example, a child may be tactile sensitive but they are able to cope with wearing clothing so there is no functional issue.  We do not address underlying issues for their own sake.  For example, we do not address reflex maturity just so that there is reflex maturation.  If the reflex maturation is affecting a higher level issue (eg.  hand dominance for handwriting is presented in a child who switches hands constantly, has weak hand strength, has difficulty crossing the midline .... then reflex maturation may be considered together with all other aspects affecting hand dominance and handwriting).

Therapists use play as both way to address therapy goals and a goal in itself.  Read about "Why is my child just playing when they see an OT?
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What to know about some of these underlying skills? 

• Read more about hand strength HERE.
• Read more about fine motor skills HERE.
• Read more about bilateral coordination (coordination of both sides of the body) HERE.
• Read more about gross motor skills for school age kids HERE and preschool age kids HERE. 
• Read more about sensory skills or about sensory diet activities Sensory Diet Activity Guide. 
• Read more about visual perceptual skills HERE.
• Read more about integration of reflexes HERE.

Ask your occupational therapist if you have questions about the pyramid of learning! Ask your occupational therapist if you have concerns about your child's ability to perform functional activities!

It is almost back to school time in Australia and I'm busy collating my resources ready for term 1. You can see some of them in the links below and I'll be sharing my FREE workbook pages next week.  

Until then,

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions.

Reference:
Taylor, K.M. and Trott, M. A. 1991 in Williams, M.S. and Shellenberger, S. (1996). “How Does Your Engine Run?”® A     
​                         leader’s guide to the Alert Program® for self-regulation. Albuquerque, NM: TherapyWorks, Inc.