Vestibular System
The vestibular sense is often overlooked and forgotten about, but which one of the key players in our overall well-being and learning. The vestibular system is located in the inner ear and the structure are three semi-circular canals shown on the left side in the diagram.
The vestibular system is considered the entryway to the brain and is said to have the most important influence for everyday functioning. It is “the unifying system that directly or indirectly influences nearly everything we do,” (Hannaford, 1995, p. 38).
The vestibular system is located behind the mastoid bone (the lump behind the ear lobe) and part of the inner ear. It makes up part of the vestibulocochlear system, and takes the form of three semicircular canals, which are filled with fluid and tiny hair cells. Each time we move our heads, the fluid moves and bends the hair cells, which in turn sends sensory nerve impulses to the brain, particularly the cerebellum, which monitors and makes adjustments in the muscle activities, including eye movements. It allows for our muscles to adjust instantly so we don’t lose our balance. The reason we tend to get more dizzy as we age is because as we grow older, reproductive hormones causes the liquid to thicken and the hair cells to be bent longer, thus taking more time to return to a comfortable equilibrium.
The vestibular system’s role is to orient our body in space, maintain equilibrium and postural muscle tone, to preserve a constant plane of vision, and direct the gaze of the eye (Oden, 2004). “Even the slightest alteration of fluid…within the semicircular canals leads to changes in the muscles of the neck, trunk, and musculature of the eye,” (Schwartz, 1990 in Hannaford, 1995 p.40). Every muscle in the body is directly or indirectly connected to the vestibular system. Signals from the vestibular system travel on the vestibular nerve to the cerebellum where it brings together the messages from our eyes, ears, and sense of balance (Goddard, 2005, & Pheloung, 1993). Motion sickness results if the information from the vestibular system is not well coordinated with the other senses (Goddard, 2005).
The vestibular system shares the same cranial nerve as the ear and the eye. Therefore, information from the ear and eye can affect the function of the vestibular system, such as balance, and vice versa. In addition, the fluid that is inside the cochlea (the snail-like structure which is responsible for our hearing of sound) is continuous with the vestibular semi-circular canals. Therefore, the movement and vibration of the bones in the middle ear not only stimulate the hearing mechanisms, but pass through the vestibular system as well. Stimulation of the semi-circular canals in each direction affects eye muscles, causing specific movements of the eye (Oden, 2004).
The sense of touch is also closely linked to the vestibular system through the movement across the hair cells which receptors are located in the skin (Goddard, 2005). “If motion is a child’s first language, then sensation is his second. Only when both motion and sensation are integrated can the higher language skills of speech, language and writing develop fluently. Our children who roll and tumble are engaged in their first lesson toward becoming the Einsteins of the future,” (Goddard, 2005 p. 160)
Results of an Immature Vestibular System
Piaget observed and stated that “if the physical sense of balance is not developed, then it is likely to be a problem with mental equilibrium” (Van-Manen in Goddard Blythe, 2007, p. xiv). Very few of my struggling students have good physical balance. In fact, students who struggle the most are the ones who have the most difficulty with balance. Dr. Blomberg explains that The nerve nets on the basal Ganglia in children who are still learning to master their balance and stability are underdeveloped (Blomberg & Dempsey, 2011).
When children have good balance and stability, then they are able to write without having to hold themselves up while working. Children can appear to have good balance, but they actually might be using the thinking parts of their brain to do so. When confronted with a cognitively challenging task, he might have to lay his head down to free up his brain to think. I recently had a 5th grade student who had such poor integration that simply presenting her with 3 ten sticks and 5 ones, made her lay down on the floor to think about how many there were altogether.
The vestibular system and sound are important to language development and pattern understanding in mathematics. When children have difficulty with the vestibular system, they may avoid and have a fear of movement (if hyperactive) or engage in excessive rocking or spinning (if hypoactive), experience difficulties with mentally rotating or reversing objects in space, and have trouble learning to read a clock (Goddard Blythe, 2007), just to name a few.
Keeping the head still for long periods of time, such as watching television, prevents us from taking in information from our environment and can cause the vestibular system to degenerate. In contrast, moving, wiggling and turning the head can stimulate the vestibular system and allow new nerve nets to grow, overriding damaged tissue (The Brain-Movement Connection, n.d.). Several studies have shown that children who are given regular vestibular stimulation in the first months of life show accelerated development in motor skills.
“Neuroscientists are able to see that the brains of successful learners show activity in the cerebellum, while those of children who struggle in school do not,” (Dennison, 2006 p. 123). Poor balance, history of ear infections, ADD and ADHD are signs of immaturity in vestibular functioning (Goddard, 2005). If a student has poor balance and difficulty reading, then an immature cerebellum can be suspected and activities to activate the vestibular system (below) should prove beneficial. Neurosis and psychosis is also considered to be a fault of poor balance mechanisms
Ways to Enhance the Vestibular System
Children need to first learn to move against gravity before he can develop control and learn to be still. Staying still requires the maximum amount of balance. Therefore, when children are moving and are unable to sit still, it means that they cannot and they need to move more. Here are activities that are excellent in stimulating the vestibular system, which will help with eye tracking, letter reversals, developing core muscles, spatial development, and directionality, just to name a few. Although some students may respond quicker than others, it generally takes from 6 to 12 weeks of consistent movement exercises before learning improvements are noticed.
The vestibular system is considered the entryway to the brain and is said to have the most important influence for everyday functioning. It is “the unifying system that directly or indirectly influences nearly everything we do,” (Hannaford, 1995, p. 38).
The vestibular system is located behind the mastoid bone (the lump behind the ear lobe) and part of the inner ear. It makes up part of the vestibulocochlear system, and takes the form of three semicircular canals, which are filled with fluid and tiny hair cells. Each time we move our heads, the fluid moves and bends the hair cells, which in turn sends sensory nerve impulses to the brain, particularly the cerebellum, which monitors and makes adjustments in the muscle activities, including eye movements. It allows for our muscles to adjust instantly so we don’t lose our balance. The reason we tend to get more dizzy as we age is because as we grow older, reproductive hormones causes the liquid to thicken and the hair cells to be bent longer, thus taking more time to return to a comfortable equilibrium.
The vestibular system’s role is to orient our body in space, maintain equilibrium and postural muscle tone, to preserve a constant plane of vision, and direct the gaze of the eye (Oden, 2004). “Even the slightest alteration of fluid…within the semicircular canals leads to changes in the muscles of the neck, trunk, and musculature of the eye,” (Schwartz, 1990 in Hannaford, 1995 p.40). Every muscle in the body is directly or indirectly connected to the vestibular system. Signals from the vestibular system travel on the vestibular nerve to the cerebellum where it brings together the messages from our eyes, ears, and sense of balance (Goddard, 2005, & Pheloung, 1993). Motion sickness results if the information from the vestibular system is not well coordinated with the other senses (Goddard, 2005).
The vestibular system shares the same cranial nerve as the ear and the eye. Therefore, information from the ear and eye can affect the function of the vestibular system, such as balance, and vice versa. In addition, the fluid that is inside the cochlea (the snail-like structure which is responsible for our hearing of sound) is continuous with the vestibular semi-circular canals. Therefore, the movement and vibration of the bones in the middle ear not only stimulate the hearing mechanisms, but pass through the vestibular system as well. Stimulation of the semi-circular canals in each direction affects eye muscles, causing specific movements of the eye (Oden, 2004).
The sense of touch is also closely linked to the vestibular system through the movement across the hair cells which receptors are located in the skin (Goddard, 2005). “If motion is a child’s first language, then sensation is his second. Only when both motion and sensation are integrated can the higher language skills of speech, language and writing develop fluently. Our children who roll and tumble are engaged in their first lesson toward becoming the Einsteins of the future,” (Goddard, 2005 p. 160)
Results of an Immature Vestibular System
Piaget observed and stated that “if the physical sense of balance is not developed, then it is likely to be a problem with mental equilibrium” (Van-Manen in Goddard Blythe, 2007, p. xiv). Very few of my struggling students have good physical balance. In fact, students who struggle the most are the ones who have the most difficulty with balance. Dr. Blomberg explains that The nerve nets on the basal Ganglia in children who are still learning to master their balance and stability are underdeveloped (Blomberg & Dempsey, 2011).
When children have good balance and stability, then they are able to write without having to hold themselves up while working. Children can appear to have good balance, but they actually might be using the thinking parts of their brain to do so. When confronted with a cognitively challenging task, he might have to lay his head down to free up his brain to think. I recently had a 5th grade student who had such poor integration that simply presenting her with 3 ten sticks and 5 ones, made her lay down on the floor to think about how many there were altogether.
The vestibular system and sound are important to language development and pattern understanding in mathematics. When children have difficulty with the vestibular system, they may avoid and have a fear of movement (if hyperactive) or engage in excessive rocking or spinning (if hypoactive), experience difficulties with mentally rotating or reversing objects in space, and have trouble learning to read a clock (Goddard Blythe, 2007), just to name a few.
Keeping the head still for long periods of time, such as watching television, prevents us from taking in information from our environment and can cause the vestibular system to degenerate. In contrast, moving, wiggling and turning the head can stimulate the vestibular system and allow new nerve nets to grow, overriding damaged tissue (The Brain-Movement Connection, n.d.). Several studies have shown that children who are given regular vestibular stimulation in the first months of life show accelerated development in motor skills.
“Neuroscientists are able to see that the brains of successful learners show activity in the cerebellum, while those of children who struggle in school do not,” (Dennison, 2006 p. 123). Poor balance, history of ear infections, ADD and ADHD are signs of immaturity in vestibular functioning (Goddard, 2005). If a student has poor balance and difficulty reading, then an immature cerebellum can be suspected and activities to activate the vestibular system (below) should prove beneficial. Neurosis and psychosis is also considered to be a fault of poor balance mechanisms
Ways to Enhance the Vestibular System
Children need to first learn to move against gravity before he can develop control and learn to be still. Staying still requires the maximum amount of balance. Therefore, when children are moving and are unable to sit still, it means that they cannot and they need to move more. Here are activities that are excellent in stimulating the vestibular system, which will help with eye tracking, letter reversals, developing core muscles, spatial development, and directionality, just to name a few. Although some students may respond quicker than others, it generally takes from 6 to 12 weeks of consistent movement exercises before learning improvements are noticed.
Works Cited
Blomberg, H. & M. Dempsey. (2011). Movements that Heal. Queensland: Book pal.
Dennison, P. (2006). Brain Gym and Me. Ventura, CA: Edu-Kinesthetics, Inc.
Goddard, S. (2005). Reflexes, learning and behavior: A window into the child’s mind. Eugene: Fern Ridge Press.
Goddard Blythe, S. (2007). The well Balanced Child: Movement and learning. Gloucesterschire, UK: Hawthorn Press.
Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Atlanta: Great Ocean Publishers.
Lengel, T., & M. Kuczala. (2010). The Kinesthetic Classroom: Teaching and Learning through Movement. Thousand Oaks, CA: Corwin.
Oden, A. (2004). Ready Bodies Learning Minds.
Pheloung, B., & J. King. (1993). Overcoming Learning Difficulties: How you can help a child who finds it hard to learn. NY: Doubleday.
The brain-movement connection. retrieved 2/5/13 from http://www.skillstrainer.co.k/stnews2/brain2.html
Blomberg, H. & M. Dempsey. (2011). Movements that Heal. Queensland: Book pal.
Dennison, P. (2006). Brain Gym and Me. Ventura, CA: Edu-Kinesthetics, Inc.
Goddard, S. (2005). Reflexes, learning and behavior: A window into the child’s mind. Eugene: Fern Ridge Press.
Goddard Blythe, S. (2007). The well Balanced Child: Movement and learning. Gloucesterschire, UK: Hawthorn Press.
Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Atlanta: Great Ocean Publishers.
Lengel, T., & M. Kuczala. (2010). The Kinesthetic Classroom: Teaching and Learning through Movement. Thousand Oaks, CA: Corwin.
Oden, A. (2004). Ready Bodies Learning Minds.
Pheloung, B., & J. King. (1993). Overcoming Learning Difficulties: How you can help a child who finds it hard to learn. NY: Doubleday.
The brain-movement connection. retrieved 2/5/13 from http://www.skillstrainer.co.k/stnews2/brain2.html
