Tamerlan – the story of a tongue …. Diagnosis – when it is, it facilitates, helps the child in development, or on the contrary, does it make us lose sight of the child and see it through the prism of diagnosis, our own fears. We look forward to the next step of the disease.

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Tamerlan doesn’t have these dilemmas. For the simple reason that his diagnosis is not yet available. There is only a suggestion that it is a genetic disease, that his problems come from this area. When Tamerlan was born, nobody could expect that his path of development would be more difficult and longer than other children. Look at the movie when mum teaches him the first sounds. Tamerlan explores his inner world with his tongue. On the one hand, the sound is the effect of this exploration, and on the other it becomes a new tool for further immersion. Beautiful movie. A film about the origins of Tamerlan’s identity. Then it disappeared. Tamerlan stopped making sounds, slowly began to forget everything he had learned before. Even the relationship with Mom, so strong before – it weakened. I met him when he was less than two years old. His breath was shallow and accelerated. He performed a lot of uncoordinated movements. He was very excited and absent at the same time. He could lie. I remember the expression of Alla’s surprise – his mother, when I asked if Tamerlan was crying with tears and if he could laugh. He stopped crying and laughing – and no one noticed that. It happens often. Parents waiting for other functions, do not notice that their child stopped crying and laughing. Instead of crying, there was screaming – but tears and trembling of the body typical for weeping was not there. The way of eating changes. Swallowing food, especially water, is difficult. Children refuse to eat food – the eating is limited to swallowing. The suction reflex disappears. I have observed dozens of times that tongue lessons restore these functions. With the awareness of tongue restore crying, tears appear, baby laugh again. This change is usually accompanied by a change in facial expressions. Eyes return to normal position, emotions emerge on the face.

Earlier retraction and hardening of the tongue causes further changes in the area of the head, neck and viscera up to the pelvic area itself – to the sphincter. The body of the child loses stiffness and hardness * (internal tension causes failure to roll?) The baby starts to roll, move. It changes emotionally and intellectually. That was also the case with Tamerlan. Tongue lessons were the ones that made the whole avalanche of change from motivation to emotion. He learned not only to roll, crawl, but also to sit up, to stand up, supported by the wall. Tamerlan again shows his emotions – love, and sometimes displeasure. Especially when his sense of efficiency does not satisfy him. The need for efficiency slowly becomes one of Tamerlan’s dominant needs. Tamerlan does not have a parachute reflex, so he must learn to protect himself from falling. The lessons made him slowly learn to sit down, then sitting down to play, and now he is learning to stand …. perhaps to walk. The first few lessons with Tamerlan was mine .. three lessons were with Alan – now Alla is his first teacher. Together they learn each other.

Alla learns all the time. The lessons of consciousness through movement became a specific access code for her not only to herself but also to Tamerlan. The more she regains access to herself, to who she is, what she feels – the easier it is to recognize Tamerlan’s needs. Separate her needs from his. Alla knows that in order to better assist Tamerlan she must first help herself. Because that is the science of the method. This is the only way to use it as a tool.