PDD-NOS coaching/ support, Highly sensitive children/ young people, Developmental problems (young) children, Inclusive education support, Teacher support, Children support in schools, Support for Multi problem children , Undiagnosed behavior support, Effective support for behavior problems, Solutions without medication for children with difficult behavior, Depressive children , Children with sleep problems, Children who are (very) aggressive , Children with introvert behavior, Children who don't show age appropriate behavior, Children who do not talk, Feelings and children, Divorce support for children , Children who don't listen well, play therapy, creative therapy, child therapy, rock and water nz, integrative therapy, aggressive behavior, playful therapy, training for boys how to deal with emotions, training for girls how to deal with emotions, trauma support, Positive behavior support, stress support for children, loss support, grief therapy, psycho-emotional training , children with behavior problems, autism, ODD, ADHD, bullying, stubborn behavior, attention problems, not listening, problems at home with raising children, attachment disorders, trauma support, building up self esteem of children, Troubled youth, empowering girls, empowering children, empowering boys, empowering young people, empowering people with special needs, empowering children with special needs, self-awareness development for children, self-confidence training for children, social-emotional problems, social emotional development training, child development, child support, family support, holistic counselling, whanau support, school support, child counselling, family counselling, youth support, Child counselling, Children with a difficult development path, tuning forks, back pain treatment, rheumatic pain treatment, headache treatment, stress solution and treatment, sleep problem solution/ treatment, energetic support, pain relieve, chakra balancing, deep relaxation therapy, balancing energetic fields, balancing emotional fields, balancing physical fields, balancing spiritual fields, harmonic sounds, distance treatment, holistic treatment, Universal treatment, natural treatment, relaxation support, sound and colour treatment, Cancer support, Alternative solutions for pain relieve, Cell balancing, Resonance therapy, Healing frequencies, New technology: resonance therapy, Scientific proved sound therapy

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Kindergarten (age 3-5)

• Ego: a young child is the center and feels skilled, wants to do things on his own autonomy and is curious, free of emotional

   blockades and is free to be a young child and dares to explore the environment.

• Emotions: 'me and the other'. The importance of increasing understanding of emotions for their social development.

• Entrepreneurial drive: young children learn the most by doing. That’s why Rock and Water is a psycho–physical program.

   Children learn by experience and to feel where we are talking about.

• Feeling skillfull: the young child get his self-confidence out of the feeling to be skillfull. For the young child, body work a direct

   connection to one's self (see infographic above).     

   For girls and women

   For special needs

Rock and Water Programm

Development and aims for children during the primary school with a connection towards the rock and water program.

Year 6-9 (age 10-13)

Developmental tasks

• Independency and profiling in the group

• Social identity

• Physical appearance

• Close and real friendships

• Discussion of the rules

• Responsibility

• Growing: making own choices

• Metacognition


Aims

• Social identity: in no other developmental stage it is so important to belong to a group. Group pressure and bullying is luring.

   Because of the great importance to belong to the group, children can easily put their own moral principles

   aside at this stage, such is the desire to avoid falling outside of the group.

• Boundaries - me and the other: Rock and Water helps children to build up a positive self-image. The feeling of competence

   in games and communication makes it easier to make choices.

• Self-knowledge - what am I and who am I: older children are borrowing their identity to their performances on learning and

   social grounds. By developing mega cognition the will develop a more realistic self-image and attain self-reflection.

   There arises a unique self-image.

How it works

(Model and text below: ©Gaduka Institute | Rock and Water Program)

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Hawke's Bay Region

New Zealand

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Year 1-3 (age 5-8)

Developmental tasks

• Feeling of competence by social skill

• Flexible friendship

• Self-image based on social comparison

• Development of inner speech


Aims

• Emotion regulation: a feeing of competence, flexible friendships developed by social skills. So to learn to control yourself is crucial

   for this.

• Taking perspectiv: to be able to enter into flexible friendships is to be able to empathize with the other.

• The development of a coherent self-image is based on trust so you need to do a lot of practicing.     

Year 4-5 (age 8-10)

Developmental tasks

• Coherent self-image

• Coherent self-image with a place for others and appreciation is going to be important. A growing understanding of the intentions

   of others. Reflection is growing and problem solving skills as well.


Aims

• Mental act: young children need to act to control their emotions. In between 6-9 they learn that they also can reflect: internal

   speech is developing.

• Empathize with others: different situations are triggering different behavior. Can you reflect what the effect of your behavior has

   on others and what the intention of the other person is?

• Getting to know your own strength.