Viktoria Bernhard-Eichler, MA, B.A.
(Currently on maternity leave)
Holistic Developmental Support
Holistic Developmental Support
In today’s world, children are exposed to countless stimuli and expectations from a very young age. Yet every child develops at their own pace. This means that certain skills in different areas of development may not be fully matured when they’re needed. The pressure to perform can increase, leaving children feeling insecure and less confident in their abilities.
Through targeted, holistic support, these skills can be strengthened and developmental challenges addressed in a playful, pressure-free way. In my sessions, I place great importance on helping each child build self-confidence and become aware of their unique strengths.
My approach to holistic developmental support is based on the teachings of psychomotor skills, linguistics, neuroscience and elementary education. Different perspectives make it possible to recognize and make targeted use of connections. When working with children, it is particularly important to me to consider and combine the different perspectives. Every child goes their own way - not every support approach suits every child. Therefore, the methodology and the support plan are adapted to each child individually.
What are my priorities?
What are my priorities?
- Psychomotor support
- Promoting language development
- Promotion of sensory perception
- Attention and concentration training
- Dyslexia training
- Dyscalculia training
- Learning coaching - learning strategies / learning management
Who is coming to me?
Who is coming to me?
Support for children
- Developmental delays and developmental disorders
- Suspected developmental delays/developmental disorders
- Already diagnosed developmental delays/developmental disorders
- Behavioral and concentration problems
- Severe restlessness and/or lack of inner peace
- AD(H)S
- Concentration disorders
- Behavioral problems
- Social difficulties
- Anxiety and inhibitions
- Severe nervousness (e.g. fear of tests, presentations)
- Motor and perceptual problems
- Difficulties with movement sequences
- Gross motor problems (e.g. balance, coordination)
- Limited body control
- Perceptual problems (sensory processing disorders)
- Difficulties in feeling yourself well
- Fine motor problems (e.g. pencil grip)
- Language and learning difficulties
- Speech delays (e.g. the child does not yet speak, cannot pronounce certain sounds)
- Reading and spelling difficulties (dyslexia)
- Dyscalculia (dyscalculia)
- General learning difficulties
- School preparation and transitions
- Support with elementary school enrollment
Support during transitions (e.g. kindergarten to elementary school)
Support for parents
- Development discussions: Information on the child's stage of development, definition of support goals
- Parent training: Practical implementation of the support goals in everyday life
- Educational counseling: Help with parenting and development issues
- Interdisciplinary cooperation with pediatricians, occupational therapists, speech therapists, physiotherapists, etc. for common goals
- Assistance with school matters: Support in the preparation of discussions with educators/teachers
What is the procedure?
What is the procedure?
In the initial consultation, the need for support is discussed, the joint goals are defined and the support plan is drawn up (detailed parent-teacher meeting, getting to know the child, supported by development tests and screenings if required and desired). This takes into account the previous support path and the experience already gained. The methodology and number of subsequent sessions depends on the goals set and the focus of support. These can range from a one-off consultation to a weekly practical session.