- Info event for C.A.R.E // Somatic childhood pedagogy

C.A.R.E. – Creativity, Attachment, Resilience, Education

c.a.r.e. stands for Creativity, Attachment, Resilience, and Education. Cultivating care for oneself and others forms a vital foundation for relationships—both with ourselves and those around us.

Our training program equips participants with key insights from neuroscience, pedagogy, psychology, and somatics, focusing on the core of human coexistence: human development. These principles are designed to support professionals in therapeutic, educational, and social fields, while also offering tools for personal growth.

The c.a.r.e. Approach

The c.a.r.e. Program is designed to deepen self-awareness and strengthen personal resilience—essential steps toward fostering supportive relationships with others. Rather than reliving retraumatizing memories, C.A.R.E. helps participants understand how past experiences shape the nervous system and self-perception.

Through targeted work on early childhood reflexes, embryonic development, and self-regulation, the program helps repattern dysfunctional survival strategies while building new resources for stability, flexibility and well-being. C.A.R.E. integrates innovative somatic practices with neuroscientific research, attachment theory, and developmental psychology.

Who Benefits from c.a.r.e.?

This program serves a dual purpose:

• Enhancing professional skills in resource-oriented, attachment-based support.
• Encouraging self-reflection to recognize and transform personal patterns.

By exploring the connections between movement and nonverbal interaction, C.A.R.E. empowers participants to apply these principles in both their personal and professional lives.

200 UE / 6 modules / 4 somatic methods / 3 instructors

This innovative training combines several somatic methods (IBMT; BMC®, INPP, Feldenkrais, Cranio-Sacral Osteopathy, Experiential Anatomy, Authentic Movement) with the latest theory and research on child development. A somatic approach can provide effective and simple support for babies, children and adolescents who are facing challenges in learning, development or emotional regulation, whether big or small. This programme will support you to integrate somatic approaches into your practice, providing  a combination of body awareness and embodiment training with practical somatic exercises and approaches appropriate to specific client groups. 

Who is this training suitable for?

The training offers a comprehensive professional development programme suitable for those working with babies, children and young people in a range of education and health care contexts. It is relevant to educators, social workers, midwives, doulas, physiotherapists , paediatric nurses, doctors , teachers, psychologists and no medical practitioners in the field of dance, music and theatre provision for children.

Training Goals

• Familiarity with the fundamentals of child development
• The ability to  recognise the profound interconnections between the nonverbal and verbal dimensions of consciousness
• A somatic and theoretical understanding of the ongoing development and learning processes
• An understanding of  the interpersonal emotional exchange of the development process and how to support it in relationship
• Knowledge of the psycho-physical processes of learning
• An understanding of Brain development
• The ability to recognise different developmental aspects of the different client groups
• The  ability to integrate somatic approaches and methods into working with children
• An understanding of the Importance and fundamentals of communication with parents and carers
• Skills to recognise  developmental and learning challenges within their client group.

Once qualified you will

• Be able to develop playful-somatic movement programs for different age groups, which support their development.
• Be familiar with"preverbal language” and able to playfully integrate childhood movement development and reflexes in a variety of contexts
• Be able to recognise and understand the presence of persistent primitive reflexes and be able to implement strategies to address this. 
• Be able to recognise compensatory behaviours in your client group 
• Be able to identify and develop support possibilities for development and learning difficulties / blockages
• Create an appreciative, appreciative and attentive atmosphere as a place of learning and playing

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Curriculum