This document provides an overview of a webinar on brain science for babies. It includes polls and questions to engage participants. Key topics covered include the importance of self-control in predicting academic success, the negative effects of excessive TV for young children, how enriched environments can change the brain, and the critical role of nurturing relationships and managing emotions in a child's development. The webinar emphasizes that both genes and the environment interact to shape development and discusses strategies like the seed and soil analogy to understand this interaction. It concludes by assigning homework and outlining the schedule for future sessions.
7. GREAT!
None! A BUNCH!
Rate how much
you rely on
research to do
your job.
Rate your comfort with
research on babies’ brains.
8. What’s the best predictor of academic success?
a = IQ
b = Self-control
c = Grades
9. What’s the best predictor of academic success?
a = IQ
b = Self-control
c = Grades
10. You’re exhausted and you need a break from baby. How much TV can you let
your 18-month-old watch without negatively affecting his or her brain?
a = None.
b = About an hour a day.
c = Any reasonable amount, as long as you’ve chosen an educational,
interactive show.
11. You’re exhausted and you need a break from baby. How much TV can you let
your 18-month-old watch without negatively affecting his or her brain?
a = None
13. Step 2:
Select 1 limitation
Step 1:
Scan p. 5 in your
book.
Step 3:
On scratch paper
summarize how that
limitation is relevant
to your work.
limitation
What brain research CAN’T do!
17. What is Neural Plasticity?
DEFINITION of Neural Plasticity: the brain’s capacity to physically
change the size and capacity of cells based on experience.
PROPERTIES of Neural Plasticity:
1) it is present in all animals,
2) it allows for strategic differentiation, and
3) it is regulated by age, experience, and chemical signals
Sensory
Neurons
Activated
How Physical Experiences
Can Cause Brain Changes
18. What Does the Brain-Changing Research Say?
Exposure to an enriched environment promotes
• neurochemical,
• structural and
• neurophysiological changes in the brain
19. What Does the Brain-Changing Research Say?
Exposure to an enriched environment promotes
• neurochemical,
• structural and
• neurophysiological changes in the brain
and is associated with
• enhanced synaptic plasticity and
• improved hippocampal-dependent learning.
McNair et al., (2007). Global changes in the hippocampal proteome following
exposure to an enriched environment. Journal of Neuroscience 145(2), 413-422.
doi:10.1016/j.neuroscience.2006.12.033
20. The Great Debate: Nature vs. Nuture
Which column reflects the influence of GENES on a child’s development?
66%
34%
Column A
Column B
21. The Great Debate: Nature vs. Nuture
Which column reflects the influence of GENES on a child’s development?
66%
34%
Column A
Column B
Genes Environment
22. What is the single most important thing the brain requires to be able to
learn?
a = A stimulating environment.
b = Teachers with exceptional Theory of Mind (relational) skills.
c = A feeling of safety.
23. What is the single most important thing the brain requires to be able to
learn?
A = A stimulating environment.
B = Teachers with exceptional Theory of Mind (relational) skills.
C = A feeling of safety.
C = A feeling of safety.
24. What’s the No. 1 factor that predicts how your child will turn out?
a = Providing a loving household.
b = How perfect a parent you are.
c = How you deal with your child’s intense emotions.
25. What’s the No. 1 factor that predicts how your child will turn out?
a = Providing a loving household.
b = How perfect a parent you are.
c = How you deal with your child’s intense emotions.
26. Nature/Nurture Connection
• Purpose of the brain:
to
• Humans acquire most of their information
through
• Necessary for
• This happens through
Purpose of the brain (NRC, 2000 p. 53)
27. Enriched Environment
Source: Barbro B. Johansson and Pavel V. Belichenko (2001) Environmental Enrichment on
Intact and Postischemic Rat Brain
28. What this actually looks like:
http://intra.ninds.nih.gov/Research.asp?People_ID=1312
30. ACTION IS IN THE INTERACTION
HEREDITY
CHILD
ENVIRONMENT
31. The Critical Period
From data compiled by Brain Wave Trust & Wisconsin Council on Families and Children
http://parentingbabytosleep.blogspot.com/2008/12/babies-cry-it-out-over-use-of.html
32. What does this mean to
children at risk?SocialCompetence
Time
33. What will give your child his or her best chance at happiness?
a = Having close friends.
b = Finding a satisfying career.
c = Living according to his or her values.
34. What will give your child his or her best chance at happiness?
a = Having close friends.
b = Finding a satisfying career.
c = Living according to his or her values.
35. At what point does research say that children stop asking
questions in school?
a = Elementary school. Kids learn very quickly that teachers
value the right answer more than a provocative question.
b = High school. Teenagers become absorbed in other critical
matters, such as that text message from Brendan or Kate –
what does it mean?
c = Never, really. Curiosity is an innate feature of the brain.
36. a = Elementary school. Kids learn very quickly
that teachers value the right answer more
than a provocative question.
At what point does research say that children stop asking
questions in school?
37. Your kid rocks a spelling test. What do you say?
a = “I knew you could do it. You’re so smart!”
b = “I’m so proud of you. You must have studied hard!”
c = Either one.
38.
39. Another Way of Looking at This…
Risk Factors
Academic Performance
0
1
1
1 5 9
40. Ramey and Ramey, 1999
IQ Performance
Learning and Cognitive
Performance
Language Development
Resilience
Social Responsiveness
Academic Locus of Control
Maternal Education
Maternal Employment
Incidence of
intellectual sub-normality
The Carolina Abecedarian Project
The Impact 15 Years Later
42. Ramey and Ramey, 1999
The Carolina Abecedarian Project
Long-Term Benefits at Age 21
43. Step 2:
Write your own
definition of seed/soil
Step 1:
Scan p. 10 in your
book.
Step 3:
Prepare to share
implications for your
work
What IS the seed/soil analogy?
49. At James Madison University’s Memorial Hall
Look for reminders in your email!
Part 2 – April 20th, 10:00-3:30 (face to face)
Part 3 – May 21st, 2:30-4:00 (online)
Hey, Jeremy,
this was a great
first session!
It sure was! I’m
looking forward to the
next session
April 20th @ JMU!
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
3:38-3:41 (3mins)Production Notes:[xxx]: Script:Complete the sentence at the bottom of this page by posting your thoughts in chat.[Respond to comments in chat before transitioning to the next slide (agenda)…work comments into your presentation if you can.]Cori: [read aloud postings and pitch to John for comment]
3:42-3:44 (2mins)Production Notes:[xxx]: Script:John:[set up chat]Cori: [faciltate chat, summarize and pitch to John for response]John:
3:44-3:45 (1 min)Production Notes:[Susan]: bring all participants back to the main room.Script:John:[reference breakout activity and insert transition]
3:45-3:51 (6mins)Production Notes:[Susan]: Point to the shape tool as it is being described.Script:John:[USE STAR BURST…IF YOU HOLD YOUR MOUSE DOWN WHILE YOU MOVE IT, THE PARTICIPANTS WILL SEE THE STAR BURST MOVE ACROSS THE SCREEN] I’ll start with my rating on the purple column….then slide over to where I would rate on the orange line. This is the intersection between my comfort with research on babies’ brains and how much I rely on research to do my job, so I will make a mark on the whiteboard here.Cori:The starburst pointer tool is on the tool bar to the left of the whiteboard. Click on the second icon from the top of the tool bar. Select the starburst pointer with your cursor and then move the cursor to the the white board. Your cursor will turn into the starburst like the one in the orange circle on the whiteboard. To place your starburst on the the whiteboard, move your cursor to where you want it to be and click the mouse…it’s that easy. Go ahead and put put a starburst at the intersection of your comfort with research on babies’ brains and how much you rely on research to do your job.. It doesn’t have to be exact…just in the ballpark.John:Take a look at the whiteboard now that folks have marked their comfort with research on babies’ brains and their reliance on research in their work. Use chat to tell us something about what you see on the whiteboard. The chat box is at the bottom of your screen…type into the blank text field which has a grey smiley face at the end. When you have finished writing your thought, hit the return or enter button on your computer keyboard…that will send you comment to the public chat stream that we can all see.[insert transition]
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: To complete the poll, look to the left of the slide an locate the participants’ box. At the very top of the box will be your name and just beneath your name will be four icons. The fourth icon to the left is a lower case a. Click on the a and you will get a pull down menu, like the one you see on screen. You will see three options, A, B, and C. The question we are responding to is “What’s the best predictor of academic success?” If you believe it is IQ, click on the capital letter A…if you believe it is self-control, click on the letter B, and if you believe it is grades, click on the letter C. Please note that the poll is completely confidential.If you are having difficulty with the poll tool, you can enter your vote by putting the letter in chat.I will give you about 30 seconds to re-read the question, decide upon your answer, and register your vote.[Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
4:06-4:11 (5mins)Production Notes:[xxx]: Script:Cori:[ask participants to post their thoughts in chat, facilitate sharing, summarize postings, pitch questions or comments to John]
4:11-4:14 (3mins)Production Notes:[Susan]: Use webtour to play “3 Myths” http://vimeo.com/15621485Script:John:[ask Susan to show the video]
4:24-4:27 (3mins)Production Notes:[Susan]: Publish poll results when indicated[Susan]:Script:John:[set up the poll activity]Cori:As a reminder…To complete the poll, look to the left of the slide an locate the participants’ box. At the very top of the box will be your name and just beneath your name will be four icons. The fourth icon to the left is a lower case a. Click on the a and you will get a pull down menu, like the one you see on screen. You will see three options, A, B, and C, but for this poll you will need only A or B. To answer the question Which column reflects the influence of GENES on a child’s development, you can select A for the pink column or B for the Green column.If you are having difficulty with the poll tool, you can enter your vote by putting the letter in chat.[request Susan to publish the poll]John: [transition to the answer on the next slide]
4:24-4:27 (3mins)Production Notes:[Susan]: Publish poll results when indicated[Susan]:Script:John:
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori:[set up the poll]I will give you about 30 seconds to re-read the question, decide upon your answer, and register your vote.[Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: We have another lightening round of polls. [facilitate the polling][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
4:364:43 (7mins)Production Notes:[xxx]: Script:Cori:[invite participants to share their implications in chat and facilitate the sharing, summarize content, or pitch particular comments to John for response.]