Abstract

This personal reflection explores the life and work of Veronica Sherborne. It follows her journey from a student of physical education and dance at Bedford College in the 1940s to senior lecturer in special education at Bristol Polytechnic, where she taught student teachers about pair work with children with special educational needs and disabilities. It depicts how she met her mentor, Rudolf Laban, and young people with profound and multiple learning disabilities and their influences on the development of Sherborne Developmental Movement. Throughout the reflection, there are details about the teaching and impact of her pioneering movement work. It highlights the importance of her relational shared movement experiences in nurturing social engagement, bonding, emotional regulation, and focus in vulnerable children. There is reference to Sherborne’s intuition about movement, play, and touch as embodied languages. The author posits why neuroscience might recognise Sherborne Developmental Movement as a body-based bottom-up approach.

摘要

这篇个人反思探讨了维罗妮卡·舍伯恩的生活和工作。该剧讲述了她从 20 世纪 40 年代贝德福德学院体育和舞蹈专业的学生成长为布里斯托尔理工学院特殊教育高级讲师的历程，在那里她向学生教师教授如何与有特殊教育需要和残疾的儿童进行结对工作。它描述了她如何结识导师鲁道夫·拉班（Rudolf Laban）和患有严重和多重学习障碍的年轻人，以及他们对舍伯恩发展运动发展的影响。在整个反思中，有关于她的开拓运动工作的教学和影响的细节。它强调了她的关系性共享运动经历在培养社会参与、联系、情绪调节和关注弱势儿童方面的重要性。这里提到了舍伯恩关于运动、游戏和触摸作为具体语言的直觉。作者提出了为什么神经科学可能将舍伯恩发展运动视为一种基于身体的自下而上的方法。