Kira Parker

The reason for this is multifaceted. First, repetition and consistency are crucial elements of learning for young children. Research shows that short, more frequent lessons result in higher retention. Second, most children have fairly short attention spans and will not be able to focus on the task for longer and we want to take advantage of the best time for learning. A third reason is that, though the pool temperature is maintained at 78-88 degrees, the temperature is still lower than your child's body temperature. Lessons are work and therefore will also be losing body heat. Instructors check students regularly for temperature fatigue since this is an indicator of physical fatigue.

Children often fuss during the first few lessons because they are in a new environment and around new people. As your child becomes more confident in his/her ability in the water, the fussing will decrease. It is not unlike the first time you tried a new exercise class or were asked to perform a task at work that you’d never done before: the first time you try a new task it is always challenging, until you get the hang of it. It is the same for your young child. Your child is learning to perform a skill that he/she’s never done before.

ISR instructors teach infants to swim by honoring each child's individual strengths and experiences. They understand the fundamentals of the behavioral sciences, child development and of sensori-motor learning as it relates to the acquisition of aquatic survival skills; they use this education to guide each child through the sequence of learning to swim and float.

Yes. Consider that children learn to sit, crawl and walk before they learn to speak. Because we teach through sensori-motor learning, verbal skills are not required for a child to acquire Self-Rescue skills. We are able to communicate with our students through touch and positive reinforcement while striving to set our students up for success every step of the way.