• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Healthy Beginnings
 

Healthy Beginnings

on

  • 987 views

 

Statistics

Views

Total Views
987
Views on SlideShare
942
Embed Views
45

Actions

Likes
1
Downloads
0
Comments
0

2 Embeds 45

http://consemnari.wordpress.com 25
http://angel.wwcc.edu 20

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Healthy Beginnings Healthy Beginnings Presentation Transcript

    • Welcome to the workshop
    • Comprehensive Health Education Foundation (C.H.E.F. ® ) Program Developers 1-800-323-2433, ext.185 (suea@chef.org)
    • Early Childhood Brain Development
    • Introducing . . . the Brain!
        • Source: Seymour Simon, The Brain: Our Nervous System , Scholastic Inc., 1997.
    • Brain Research
      • The brain is incredibly complex.
      • Much is still a mystery.
      • Scientists have learned more in the last five years than the previous 100 years.
      • They’ve learned much through new brain imaging technology.
        • Source: Rima Shore, Rethinking the Brain , Families and Work Institute, 1997.
      • The Adult Human Brain
      • Neurons = brain cells that regulate all our thinking
      • 100+ billion neurons (brain cells)
      • Neurons communicate electrochemically through connections called synapses
      • 500 trillion synapses
        • Source: Richard Restak, M.D., The Brain, Bantam Books, 1984.
    • Neuron Message Route
        • Source: Adapted from an illustration by Martha Weston, Brain Power, Secrets of a Winning Team , Pat Sharp, Lothrop, Lee & Shepard Books .
      • Brain Growth
      • Branching
      • Neurons tend to reconnect along the same pathway each time the brain responds to a similar stimulus.
      • Connections (synapses) grow in a brain when – experiences are repeated over and over, or – an experience triggers a strong emotional reaction.
      • A neuron grows when it is used.
      • Experience literally sculpts the brain!
      © Comprehensive Health Education Foundation. All rights reserved.
    • Early Learning
      • Most neural pathways are a result of stimuli coming from the environment that the child interacts with through his/her senses.
      • Pathways create connections that are the keys to learning and remembering.
      • Children need real-world, hands-on experiences to create a framework for understanding.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Use It or Lose It!
      • Pruning
      • Unused neurons (brain cells) and connections wither away.
      • Pruning is an important way the brain sculpts itself.
      • Pruning begins early, with an intensified period around age 10 that lasts for several years.
      • Pruning too many important neurons decreases the brain’s efficiency.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Making Connections
      • Babies are born learning.
      • New connections in an infant’s brain are forming at the rate of 3 billion a second.
      • Essential connections are growing between brain cells with astonishing speed in the first 3 years of life.
      • These pathways provide the foundation for a lifetime.
      • For the rest of the first decade, children’s brains have twice as many connections as adults’ brains:
      Birth – 50 trillion connections 3 Years – 1,000 trillion connections Adult – 500 trillion connections © Comprehensive Health Education Foundation. All rights reserved.
    • Nature/Nurture
      • Babies are born
      • learning!
      • Intelligence is not fixed— a child’s brain is a work in progress!
      • Genes (nature) are the blueprint and experiences (nurture) are the carpenters that create a unique human being.
      • A baby’s brain is a work in progress!
      • Intelligence is a dance between nature and nurture.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Environment
        • Illustration from The Learning Brain , by Eric Jensen, Turning Point for Teachers, 1994.
      Active involvement in a stimulating, challenging and loving environment causes the brain to grow and flourish. Passive involvement, isolation and an impoverished environment diminish the brain.
    • Windows of Opportunity
      • Children’s brains have optimal times for growth.
      • During these times, parts of the brain become much more active in response to what the senses absorb—growing and learning faster than any other time in life.
      • Most windows of opportunity occur in the first three years of life.
      • Children need the right experiences at the right time for their brains to fully develop.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Four Developmental Areas and Windows of Opportunity © Comprehensive Health Education Foundation. All rights reserved.
    • Remarkable Regeneration
      • Windows of opportunity never totally close.
      • For most functions, it is never too late to form new connections.
      • The human brain is remarkable in its ability to heal.
        • Remarkable Recovery: Half of a 4-year-old’s brain was surgically removed to relieve the symptoms of intractable epilepsy. Within two years, the other half compensated for this loss by gaining mass and function.
        • Before surgery:
        • 3 years, 11 months
        • Three months after surgery:
        • 4 years,
        • 3 months
        • Two years after surgery:
        • 6 years, 1 month
        • Source: Rima Shore, Rethinking the Brain , Families and Work Institute, 1997.
    • The Aging Brain
      • The brain is more “plastic” (easily changed) in the first three years of life. A young brain changes its architecture minute by minute, reshaping itself to cope with experiences.
      • The brain becomes less “plastic” with age; however, a healthy, stimulated brain continues to grow throughout life.
      • Use it or lose it!
      © Comprehensive Health Education Foundation. All rights reserved.
    • Overdoing It!
      • Trust in the innate wisdom of the child to choose the experience he needs.
      • Let the child lead—do not impose too much structure.
      • Be cautious about giving a child too much stimulation.
      • Over-stimulation causes the brain to shut down.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Myelination
      • Myelin is a thin, fatty coating that insulates brain cells.
      • When brain cells are insulated, they become more efficient.
      • Myelination develops over time.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Myelination Protective Factors
      • Never shake a baby.
      • Make sure children get the proper kind and amount of fats and oils.
      • Nurse if possible during the first year—breast milk contains a fat similar to the fat in myelin.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Myelination and Maturation Schedule
      • Early childhood: brain stem cerebellum sensory cortex
      • Puberty: limbic system
      • Late adolescence: prefrontal cortex
        • Source: Illustration by Victoria Tennant, Brain Child , V.T. Consulting, 2000
        • (used with permission from Victoria Tennant)
    • Readiness
      • Myelination establishes boundaries around how quickly the brain can develop.
      • Myelination cannot be rushed— every child has a unique timetable.
      • Pushing a child to do something before she is ready can result in learning problems.
      • Follow the child’s cues—her interest and frustration levels will tell you when her brain is ready or not ready to learn a new skill.
      © Comprehensive Health Education Foundation. All rights reserved.
    • Overview of Four Developmental Areas (Prenatal to 5-year-olds)
    • The Brain and Four Developmental Areas © Comprehensive Health Education Foundation. All rights reserved.
      • What to do
      • Prenatal beginnings:
      • please eat well—it’s important
      • Babies:
      • nurse me if you can—it gives me a head start
      • 1- to 5- year-olds:
      • give me meals rich in nutrients with lots of fresh fruits and vegetables
      • introduce me to a wide variety of tastes
      • make sure I get the right kind and amount of fat and protein
      • limit my sugar intake
      • make sure I drink water every day
      • set a good example for me
      Nutrition Important for Healthy Development © Comprehensive Health Education Foundation. All rights reserved.
    • Moving, Sensing and Exploring
      • Brain Functions
      • and Areas:
      • sensations and movement (sensory-motor cortex)
      • integration (corpus callosum)
      • coordination (cerebellum)
      • balance (vestibular system)
        • Source: Richard Restak, Receptors ,
        • Bantam Books, 1995.
      Vestibular System
      • What to do
      • Babies:
      • never shake me
      • put me on my back when I sleep
      • I need to spend some awake time on my tummy
      • Newborns to 5-year-olds:
      • touch me gently and lovingly
      • make my environment safe
      • give me supervised freedom to move and explore
      • encourage me to be physically active
      © Comprehensive Health Education Foundation. All rights reserved. Moving, Sensing and Exploring Important for Growth
      • What to do
      • play is my important work—have fun with me!
      • provide me with hands-on experiences— I learn by doing
      • take me places so I can explore the world
      • give me lots of opportunities to play outside— supervise me and teach me to be safe
      • experience and appreciate the wonders of nature with me
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Moving, Sensing and Exploring Important for Learning
    • © Comprehensive Health Education Foundation. All rights reserved. Moving, Sensing and Exploring Important for Learning
      • What to do
      • my brain and body work together— give me lots of opportunities to develop my coordination skills
      • don’t rush me into walking—crawling is an important way my brain makes connections for learning
      Newborns to 5-year-olds
    • Seeing, Remembering and Imagining
      • Brain Areas:
      • vision pathways
      • visual images (visual cortex)
      • imagination and visual memory (prefrontal cortex)
        • Source:
        • Richard Restak,
        • Receptors ,Bantam
        • Books, 1995.
      • What to do
      • make sure I have regular eye exams
      • have any cataracts removed as early as possible
      • put me in a room with good lighting—not too bright or too dim
      • surround me with interesting things to see
      • play games with me that help my eyes follow an object
      • look at picture books with me
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Seeing, Remembering and Imagining Important for Sharp Vision
      • What to do
      • make sure I can move freely, yet safely
      • give me objects to manipulate that help my eyes and hands work together
      • let me experiment with a variety of art materials
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Seeing, Remembering and Imagining Important for Eye-Hand Coordination
      • What to do
      • play hiding games with me—I love it
      • point to things in my world and describe them
      • give me objects to play with that help me remember where things go
      • read picture books with me and ask me to recall details
      • help me recognize and identify letters and numbers in a fun, non-pressured way
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Seeing, Remembering and Imagining Important for Visual Memory
      • What to do
      • play pretend games with me
      • give me opportunities to draw, paint, and create in my own way
      • choose toys that encourage me to use my rich imagination
      • read or tell me some stories without pictures
      3- to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Seeing, Remembering and Imagining Important for Creativity
      • What to do
      • limit and monitor my screen time (TV, videos and computer)
      • give me choices of activities that are active rather than passive
      Newborns to 5-year-olds Seeing, Remembering and Imagining Important for Creativity © Comprehensive Health Education Foundation. All rights reserved.
    • Listening, Talking and Understanding
      • Brain Areas:
      • hearing (auditory nerves)
      • hearing and speech (auditory cortex)
        • Source: Society for Neuro-
        • science, Brain Facts , 1993.
        • Source: Richard Restak,
        • Receptors ,Bantam Books, 1995.
      • What to do
      • make sure I have regular ear and hearing exams
      • recognize the symptoms of ear infections and treat promptly
      • keep me away from very loud noises
      Prenatal to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Important for Accurate Hearing
      • What to do
      • talk, talk, talk with me
      • encourage me to name, describe, compare, explain
      • listen closely and respond to what I have to say
      • Introduce a second language to me as soon as possible before I’m 10
      Prenatal to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Important for Communication and Thinking Skills
      • What to do
      • honor my unique style of learning and expressing
      • respect my culture’s ways of communicating
      • allow me to learn at my own pace
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Important for Communication and Thinking Skills
      • What to do
      • read to me—I’m never too young for books
      • make books a part of my daily routine
      • read to me with expression and enthusiasm
      • tell me or sing me stories
      Prenatal to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Important for Reading and Writing Readiness
      • What to do
      • provide me with a variety of high-interest books
      • read, tell and sing rhymes with me
      • repeat my favorite stories and rhymes again and again
      • encourage me to point to pictures and talk about the book as you read to me
      • point out letters and words in labels, signs and books
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Important for Reading and Writing Readiness
      • What to do
      • talk with me about my discoveries as I label, sort and compare things in my world
      • count with me
      • help me recognize and identify numbers
      3- to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Important for Understand- ing Math and Science Concepts
      • What to do
      • play music that calms me and helps me learn
      • sing my favorite songs with me; let’s make up new ones
      • enjoy and make music with me
      • introduce me to playing an instrument as early as three years old
      Prenatal to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Listening, Talking and Understanding Listening to and Performing Music—Important for Using the Whole Brain
    • Feeling and Relating
      • Brain Areas:
      • survival brain (brain stem)
      • feeling brain (limbic system)
      • chief executive officer (prefrontal cortex)
        • Illustration by Victoria Tennant, Brain Child , V.T. Consulting,
        • 2000 (used with permission from Victoria Tennant)
    • Survival Brain (brain stem)
      • subconscious mind
      • autonomic nervous system
      • freeze/flight/fight response
      • defensive behaviors
      • autopilot; rote behaviors
        • Source: Richard Restak, Receptors , Bantam Books, 1995.
      Feeling and Relating Basic Need: Safety
      • What to do
      • create a physically- and emotionally-safe environment
      • respond to my needs in a loving, consistent way
      • soothe me when I am upset
      • provide me with a structure I can depend on
      Prenatal to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Survival Brain Basic Need: Safety—Important for Trust Feeling and Relating
    • Feeling and Relating Feeling Brain (limbic system) Basic Need: Love
      • subconscious mind
      • sends and receives emotional signals (to and from the body)
      • pleasure/pain response
      • long-term memory and learning
        • Source: Richard Restak, Receptors ,Bantam Books, 1995.
      Limbic System Structures (brain diagram)
      • What to do
      • shower me with unconditional love
      • hug, cuddle and touch me lovingly
      Prenatal to 5-year-olds Feeling Brain Basic Need: Love Important for Healthy Relationships © Comprehensive Health Education Foundation. All rights reserved. Feeling and Relating
      • What to do
      • give me your undivided attention at times throughout the day
      • praise my accomplishments
      • encourage me when I’m frustrated
      • treat me with respect
      Newborns to 5-year-olds © Comprehensive Health Education Foundation. All rights reserved. Feeling Brain Basic Need: Love Important for Self-Esteem Feeling and Relating
      • Survival and emotional needs must be met for the cortex (thinking brain) to develop and function properly.
      • The greater the struggle to meet these needs, the more the brain develops pathways dedicated to basic survival rather than learning.
      • When needs aren’t met, rebuild the foundation.
      • This process takes time, persistence and faith.
      © Comprehensive Health Education Foundation. All rights reserved. Feeling and Relating Unmet Basic Needs
    • Feeling and Relating Chief Executive Officer (prefrontal cortex)
      • conscious mind
      • imagination
      • higher-level thinking
      • attention and concentration
      • short-term memory
      • emotional regulation
      • emotional intelligence skills
        • Source: Richard Restak, Receptors , Bantam Books, 1995.
      Basic Needs: Modeling and Coaching (brain diagram)
      • What to do
      • pay attention to and validate all my feelings
      • help me identify, accept and express my feelings in safe and respectful ways
      • coach me in social skills
      • be a role model for me—I learn by watching you
      1- to 5-year-olds Feeling and Relating Chief Executive Officer Basic Needs: Modeling and Coaching Important for Self-Awareness, Empathy and Social Skills © Comprehensive Health Education Foundation. All rights reserved.
    • © Comprehensive Health Education Foundation. All rights reserved.
      • What to do
      • set clear limits and be consistent with me
      • when I misbehave, give me fair consequences that I can learn from
      • don’t spank me—it only teaches me to be afraid and to hurt others
      • ignore some of the things I do or don’t do
      2- to 5-year-olds Feeling and Relating Chief Executive Officer Basic Needs: Modeling and Coaching Important for Self-Control
    • © Comprehensive Health Education Foundation. All rights reserved. Healthy brain – 2:1 Neglected/abused brain – 1:1 Ratio dramatically reduced by stress and drugs Hypervigilant alarm system Exaggerated defense mechanism Violence as a problem-solving tool Presence of a positive, stable adult Guidance Ratio of Control of Thinking Brain Over Survival Brain Survival Brain Low Ratio of Control Can Result In: Influencing Factors for Thoughtful, Positive Behavior
      • What to do
      • help me recognize my own body signals of stress, e.g., tense muscles, fists, frowns, angry loud voice
      • listen to my fears; reassure me that I’m safe
      • help me separate real fears from imaginary ones
      • structure my environment to reduce frustration
      • give me safe ways to let off steam—running, jumping, taking a bath
      • teach me simple relaxation techniques
      Newborns to 5-year-olds Feeling and Relating Chief Executive Officer Basic Needs: Modeling and Coaching Important for Stress Management © Comprehensive Health Education Foundation. All rights reserved.
      • What to do
      • give me choices
      • provide me with appropriate, meaningful learning experiences
      • follow my cues—my interests and frustrations show you what’s right for me
      2- to 5-year-olds Feeling and Relating Chief Executive Officer Basic Needs: Modeling and Coaching Important for Self-Motivation
    • Maximizing Washington’s Brain Power
      • Who to contact:
      • BrainNet TM of The Baby/Toddler Initiative Project: 360-902-0215 or www.brainnet.wa.gov
      • C.H.E.F ® : 1-800-323-2433 or www.chef.org
    • National Efforts
      • Maximizing Children’s Brain Power: The Florida Starting Points Initiative: A national effort of the Carnegie Corp. of New York www. carnegie .org/ startingpoints /
      • BrainWonders, Helping Babies and Toddlers Grow and Develop: Zero to Three www.zerotothree.org
      • Brain Facts : I Am Your Child http:// iamyourchild .org
      • Rethinking the Brain: Families and Work Institute www. familiesandworkinst .org
    • For more information, contact: Sue Anderson Comprehensive Health Education Foundation 1-800-323-2433, ext. 185 [email_address]