3:38-3:41 (3mins)Production Notes:[Susan]: Start timer for 2 minsScript:John:Things you will need for a successful day:Your copy of Brain Rules for Baby. How to Raise a Smart and Happy Child from Zero to Five.Something to write with and write on.A brain full of examples and experiences from your classroom, center, or role as an early childhood professional.We will give you a couple of minutes to gather these items…and when you are done…we’d like you to raise your hand.To raise your hand, locate the participants box to the left of the slide. At the top you will see your name and underneath your name you will see four icons. The third icon from the left is a hand. Simply click the hand with your mouse and the icon box will turn a darker grey and a number will show up in the corner of that icon box. That is when you will know that you have successfully raised your hand.[May need to repeat the instructions after a minute or so.]
4:08-4:16 (8mins)Production Notes:Script:John:our brain wires itself by both emotional and cognitive responsesthink about a child or family that you work with and how you could modelthis concept and how to support the child's development
4:17-4:20 (3 min)Production Notes:[Susan: Post six emotions on slide in PURPLE TEXT as John states them.]Script:John:
4:21-4:25 (4 min)Production Notes:Script:John:
4:25-4:29 (4 min)Production Notes:Script:John:
4:29-4:30 (1 min)Production Notes:Script:John:WHO: 30 infants who averaged eight months of age and their mothers. There were two 30 min. sessions.WHAT: Half the mothers were asked to smile, move closer and touch their infantsONLY AFTER the infants vocalized (experimental group). The control group of mothers did the same actions, but randomly. RESULTS: The group of infants that had the adults respond to them intentionally learned much faster.
4:30-4:31 (1 min)Production Notes:Script:John:Emotional Punctuation is “Memory MarkerEvent + positive emotions = better memoriesHome and classroom might include these:verbal affirmations, smiles, physical gestures, head nodding, positive comments, positive music, celebrations, use of name or pre-set celebration rituals
4:31-4:36 (5 min)Production Notes:Script:John:Think about a familywhere there is a restricted range of emotions in the home. Consider how this idea of emotional punctual might influence service delivery, family plan development, etc.How might you use this information to mentor or work with families in whatever setting they are in? What are some ways you could model this pairing of positive emotions with events? For example… Post your ideas in chat and Susan will move them to the sticky notes on our brain.verbal affirmations, smiles, physical gestures, head nodding, positive comments, positive music, celebrations, use of name or pre-set celebration rituals[susan: move chat postings to the whiteboard]
4:55-4:58 (3 min)Production Notes:[Susan]: Move chat comments over to whiteboard and post in WHITE fontScript:John:what resonates with you about what John Medinahas to say about applying the research....what to do with all this stuffHow will you nurture your own soil?
What would yourHEADLINE be?Share your HEADLINEin chat.Best Practices for HealthyHappy Lives!Intuition Found Valuable inParentingSeeds or Soil? Shocking NewDevelopments!First Five Years Makes All theDifferenceScience Meets Old Wives TalesBrain Rules for Babies: A NewBook for Parents withInformation that is ActuallyUseful and ScientificThe Shocking Truth…Brain Developmentis KeyHow’s Your Child Thinking?
Instructions:1. Pluck one or twopetals2. Write how the word(s)contributes to the soilfor social-emotionaldevelopment.3. Post in chat.PlayLoopingPluck a PetalPluck a Petal
Stress and DistressDistressQuantity of StressorsIntensity of StressorsDuration of StressorsNumber of Skills for Copingwith Stressors
Stress and DistressA = Quantity of StressorsB = Intensity of StressorsC = Duration of StressorsD = Number of Skills forCoping with Stressors12Which element ofstresspresents the biggestchallenge to you as aprofessional in your workwith families?