Professional Experience
I have a private practice as a Sensorimotor Therapist and work as a researcher at the Széchenyi University in Győr, Hungary, holding the position of Assistant Professor. In 2022 I published my book in the Hungarian language under the title The Stephens-Sarlós Program, which aims to help parents, educators, and professionals improve developmental issues in children and adults. In 2023 my book was published in English as Rewiring the Brain using Sensorimotor Exercises. The book has sold more than 30,000 copies worldwide. and will be also available in the Romanian language during Fall 2024.
I got my first degree in 1992 at the Gyula Juhász Teacher Training College in Szeged. At the same time, I studied as a rowing coach at the Institute of Coaching at the University of Physical Education. Afterwards, I graduated as a physical education teacher in Szeged in 1998.
In 2000 I received a diploma in Physical Education from the Faculty of Physical Education and Sports Sciences of Semmelweis University.
In 2010, I graduated from the Faculty of Economics and Social Sciences of the Budapest University of Technology and Economics with a degree in Public Education.
In 2016, I started my doctoral studies at the Doctoral School of Education of Eszterházy Károly University, and in 2021 I continued at the Doctoral School of Education of the Faculty of Pedagogy and Psychology of Eötvös Loránd University, within the framework of the Sport and Health Education Programme. My research area was the potential of sensorimotor development. In 2022, I received my Ph.D. degree Summa cum laude.
In total from 1997 to 2019, I took part in 810 hours of continuing education. Among them, more than 300 hours of continuing education covered the topic of sensorimotor development.
I have been working as a teacher for almost 30 years and as a physical therapist and sensorimotor therapist for 22 years.
I have taught at all levels from primary school through high school to university, during which I worked for six years as Head of the Pipacsvirág bilingual elementary school in Telki, Hungary. For nearly 10 years, I was a teacher at the Apor Vilmos Catholic College in Zsambék, Hungary, and also worked for the University of Physical Education in Budapest, Hungary.
The majority of my work in childhood development was done with children of preschool, elementary and high school age.
22 of my publications are in the Library of Hungarian Scientific Works. Of these, 5 publications in English and 4 in Hungarian are related to the topic of my doctoral research. I have presented countless times at domestic and foreign events and conferences.
Books (English Language)
Stephens-Sarlós, E. (2023). Rewiring the Brain using Sensorimotor Exercises. Budapest: ISBN 9786150184104. For further information visit the Book page on this site.
Books (Hungarian Language)
Stephens-Sarlós, E. (2022). A Stephens-Sarlós Program. Budapest: Kulcslyuk Kiadó. ISBN 9786156471000. For further information visit the Book page on this site and switch to the Hungarian language.
Stephens-Sarlós, E. (2023). VULPI movement development story book. Budapest: Kulcslyuk Kiadó. ISBN 9786156471383. For further information switch to the Hungarian language on this site and scroll down on the homepage.
NEW: Stephens-Sarlós, E. (2024). Mellimolli movement development story book for children with sensory issues. Budapest: Kulcslyuk Kiadó. ISBN 9786156471673. For further information switch to the Hungarian language on this site and scroll down on the homepage.
English-language publications
NEW: Stephens-Sarlós, E., Toth, E., Ihász, F., Alföldi, Z., Somogyi, A. & Szabo, A. (2024). Changes in primitive reflexes in older adults and their relationship to mental health indices: An experimental investigation. Experimental Gerontology, 196. https://doi.org/10.1016/j.exger.2024.112583
NEW: Stephens-Sarlós, E., Stephens, P. & Szabo, A. (2024). The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5–8 Years. Child Youth Care Forum. https://doi.org/10.1007/s10566-024-09818-4
Sarlós, E. (2021). To Investigate the Association between Vestibular Maturity and Partial Auditory Abilities in Children Aged 4-8 Years. In Proceedings of The 2nd Global Conference on Education and Teaching (pp. 26–33).
Sarlós, E. (2021). Investigating the Association Between Retained Primitive Reflexes and Partial Visual Abilities in Children Aged 4–8 Years. In Proceedings of The 4th International Conference on Advanced Research in Education (pp. 187–196).
Sarlós, E. (2020). The Effect Of Sensorimotor Training On The Sensorimotor Development Of Children Aged 4-8 And On The Learning Abilities Of Children Aged 5-8. In INTED 2020 (pp. 8047–8053). https://doi.org/10.21125/inted.2020.2189
Sarlós, E. (2019b). The Frequency of Persistent Baby Reflexes Which Influence Learning Skills Among Children Aged 4 to 8. In EDULEARN19 Proceedings (pp. 1217–1223). https://doi.org/10.21125/edulearn.2019.0377
Sarlós, E. (2018). Influence of Sensorimotor Exercises on Learning Abilities. In ICERI2018 Proceedings (pp. 10511–10518).
Text books for Children (Hungarian-language)
Sarlós, E., és Csömör, L. (2016). Logika Munkafüzet. Szeged: Mozaik Kiadó.
Csömör, L., Kajzinger, R., Sarlós, E., és Szávin, M. L. (2015). Logika munkafüzet I. Szeged: Mozaik Kiadó.
Sarlós, E., Csömör, L., Kajzinger, R., és Szávin, M. L. (2015). Sakk munkafüzet I. Szeged: Mozaik Kiadó.
Hungarian-language publications
Stephens-Sarlós, E. (2022). Az intézményes keretek között történt szenzomotoros fejlesztés hatása az 5-8 éves gyerekek szenzomotoros fejlődésére, auditív és vizuális részképességeire. Doktori disszertáció. ELTE PPK.
Sarlós, E. (2021). A szenzomotoros érettség és az auditív, vizuális részképességek közötti összefüggés az 5-8 éves gyerekek esetében. In Tizennyolc éve az európai Magyarország tudományos megújulása és a fiatal kutatók szolgálatában (pp. 193–202).
Sarlós, E. (2019a). A szenzomotoros fejlesztés hatása a 4-8 éves gyerekek szenzomotoros fejlődésére, illetve az 5-8 éves gyermekek tanulási részképességeire. In A 16 éves PEME XIX. PhD - Konferenciájának előadásai (pp. 287–298).
Arató, F., Árvai-Homolya, S., Bagota, M., Czapné, M. Z., Dobróné, T. M., Egri, S., … Oláhné, T. I. (2018). A Logikaalapú alprogram koncepciója. (T. I. Oláhné, Ed.). Eger: EKE Líceum Kiadó.
Arató, F., Bagota, M., Czapné, M. Z., Dobróné, T. M., Geda, G., Hoffmann, M., … Oláhné, T. I. (2018). Megalapozó tanulmány a logikaalapú iskolai programok fejlesztéséhez. (T. I. Oláhné, Ed.). Eger: EKE Líceum Kiadó.
Wiersumné, G. E., Geda, G., Hollóné, B. K., Hoffmann, M., Szávin, M., Sarlós, E., … Czapné, M. Z. (2018). A Logikaalapú alprogram módszertani eszköztára. Eger: EKE Líceum Kiadó.
Sarlós, E. (2017). A szenzomotoros felmérésre épülő Fókuszált Szenzomotoros Tréning hatása a gyermekek tanulási képességeire a nagycsoportos óvodások körében. In Book of Abstracts: Interdisciplinary Doctoral Conference 2017 = Absztraktkötet. Interdiszciplináris Doktorandusz Konferencia 2017 (pp. 134–134).
Sarlós, E. (2017). Az integrált szenzomotoros mérésen alapuló Integrált Szenzomotoros Tréning lehetséges hatása a kisgyermekek sikeres iskolai beválására. In VI. Interdiszciplináris Doktorandusz Konferencia 2017 Tanulmánykötet = 6th Interdisciplinary Doctoral Conference 2017 Conference Book (pp. 473–489).
Sarlós, E. (2016). A kíváncsiságtól a kritikai gondolkodásig. TANÍ-TANI: PEDAGÓGIAI PERIODIKA, 21(február 28.), 1–1.
Sarlós, E., Csömör, L., Dúró, Z., Sári, É., és Kajzinger, R. (2014). Sakkhatás Játékkal, sakkal, logikusan – A Sakk-logika nevelés és oktatás a gyakorlatban Résztvevői segédanyag.
Sarlós, E., Csömör, L., Dúró, Z., Sári, É., és Kajzinger, R. (2014). Sakkhatás Játékkal, sakkal, logikusan – A Sakk-logika nevelés és oktatás a gyakorlatban.
Sarlós, E., Orgoványi, Gajdos Judit, Dúró, Z., & Pregitzer, G. (2013). Sakk-logika választható kerettanterv.
Sarlós, E. (2013). „A sakktáblánál mindenki egyenlő". Budapest: Oktatási Hivatal.
Orgoványi-Gajdos, J., Sarlós, E. (2013). Képesség – Sakk – Tehetség. ÚJ KATEDRA, 25(1–2), 12–13.
Sarlós, E. (2012). Mattot adunk a XXI. század kihívásainak. ÚJ KATEDRA, 24(2), 15–15.