Quality Child Care InitiativeCheryl Anderson, PD & Training Coordinator

February 25, 2014

The basic brain structure is determined by genetics

The brain’s architecture is shaped by a child’s experiences, interactions and relationships with parents and other significant people in their lives

Neuroscientists now understand that the brain’s neurons continue to both develop (plasticity) and disappear (pruning) throughout most of our lives

We experience the greatest growth and a high volume of pruning in childhood

During pregnancy, neurons grow at an astonishing rate of 250,000 per minute

This brain growth is dependant upon good care such as maternal attention to health, nutrition and stress management)

This process slows down somewhat after birth

At birth about 25% of neurons are connected together so that information can flow between them

Up until age of 12, these pathways (connections) continue to be formed and the thickening of the myelin sheath (which supports the speed of the electrical impulse between neurons thus creating a more efficient brain) continues to develop as the child interacts with their environment

Those neurons that are not stimulated or make connections to other neurons are pruned away and dissolve.

The more connections between neurons, the greater the brain’s ability to take in, process and make sense of information

Early brain development is stimulated through experiences and interactions with responsive

adults!

Every time a child enters a stimulating classroom, one in which the child is invited to talk, share ideas, and manipulate real materials, the number of connections between neurons increases

Strong, secure attachments promote brain development. Attentive, loving responsiveness to children is critical. Physical and emotional responsiveness triggers neural connections.

How does what you know about children and their brain development influence the way that you plan your program?

Observation to know your children individually and as a group

Adding concrete materials to a rich environment that encourages active exploration and discovery

Hands-on experiences Meeting up with children’s minds (why are

they doing what they are doing? Relationships (importance of connections)

Although both experiences and relationships are important, relationships are primary!

Relationships and connecting first!

Building of the brain through relationships essential part of healthy development!

Dr. Jean Clintonhttp://www.edu.gov.on.ca/childcare/positive.html

(Quality of Interactions; Connecting vs. Directing)

Be at the child’s level for face to face interactions; eye contact

Use a pleasant, calm, genuine voice using simple language

Warm, responsive, physical contact Follow child’s lead and interests during play Provide simple but clear expectations (not

by directing) Listen with interest Be a play partner

Take time to engage children in process of resolving problems and conflicts, rather than reiterating rules

Consider number of rules and why? When children’s behaviour is challenging

and disruptive, think about where and how they might have more success and redirect them there

Help children identify and express their feelings

Foster thoughtfulness and caring by listening to children and by encouraging them to listen to others and share ideas – show empathy

By genuine in acknowledging children for their accomplishments and effort

Beware of the “praise trap”. Consider what really motivates children.

http://www.youtube.com/watch?v=Wqo4c-FlFGE

GROUP ACTIVITY

Connecting versus directing? Consider these scenarios at your table. Are we connecting or directing?

Our image of the child – what we believe about children matters! Do we see them as competent and capable or as empty vessels waiting for us to fill?

http://www.edu.gov.on.ca/childcare/positive.html

Our attitudes (8 children in attendance today versus naming and rejoicing in them individually)

Our actions (tone of voice, our body language, our physical presence)

OUR ATTITUDES AFFECT OUR ACTIONS!

Our language (how well do our words serve the children?) - activity

Our mindsetshttp://www.edu.gov.on.ca/childcare/positive.html

OUR SCRIPT INFLUENCES OUR THINKING OF THAT CHILD!

Individual activity: All children….