brain rules for babies book club - first webinar
TRANSCRIPT
John Almarode
& his daughter, Tessa
Welcome to
Brain Rules for Baby…Book Club!
Things you will need for a successful day:
1 2 3
Once you have your supplies and while you are
waiting for others, look at the image below and
complete the sentence at the bottom.
Post in chat how
you would
complete this
sentence:
A baby’s brain is
like a garden
because______.
Why are all these people here to
listen to my dad talk about my
brain?
Tell in chat why you are participating in this webinar.
2. Identifying and Activating Prior Knowledge
GREAT!
None! A BUNCH!
Rate how much you rely on research to do your job.
Rate your comfort with research on babies’ brains.
What’s the best predictor of academic success? a = IQ b = Self-control c = Grades
What’s the best predictor of academic success? a = IQ b = Self-control c = Grades
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.
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
3. What Brain Science Can’t Do
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!
limitation
What brain research CAN’T do!
Post your thoughts in chat.
4. Nature vs. Nurture: the
Seed and Soil Analogy
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
What Does the Brain-Changing Research Say?
Exposure to an enriched environment promotes
• neurochemical,
• structural and
• neurophysiological changes in the brain
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
The Great Debate: Nature vs. NutureWhich column reflects the influence of GENES on a child’s development?
66%
34%
Column A
Column B
The Great Debate: Nature vs. NutureWhich column reflects the influence of GENES on a child’s development?
66%
34%
Column A
Column B
Genes Environment
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.
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.
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.
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.
How you deal with your
child’s intense emotions.
Nature/Nurture Connection
• Purpose of the brain: STORE, USE, CREATE INFORMATION to survive and thrive
• Humans acquire most of their information through EXPERIENCE
• Necessary for thinking, feeling, communicating• This happens through SOCIAL AND
ENVIRONMENTAL INTERACTIONS
Purpose of the brain (NRC, 2000 p. 53)
Enriched Environment
Source: Barbro B. Johansson and Pavel V. Belichenko (2001) Environmental Enrichment on Intact and Postischemic Rat Brain
What this actually looks like:
http://intra.ninds.nih.gov/Research.asp?People_ID=1312
http://www.frontiersin.org/integrative_neuroscience/10.3389/fnint.2012.00036/full
5 Days 6 Years Adult
Age (in Years)
Met
abol
ic R
ate
0 4 8 16 20 24
ACTION IS IN THE INTERACTION
HEREDITY CHILD
ENVIRONMENT
The Critical Period
From data compiled by Brain Wave Trust & Wisconsin Council on Families and Childrenhttp://parentingbabytosleep.blogspot.com/2008/12/babies-cry-it-out-over-use-of.html
What does this mean to children at risk?
Soci
al C
ompe
tenc
e
Time
Typically Developing Children
Children Exposed to High Risk Factors
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.
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.
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.
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?
Spelling Test
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.
Spelling TestI’m
so proud of you.
You must h
ave
studied hard!
Another Way of Looking at This…
Risk Factors
Academic Performance
0
1
11 5 9
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 ProjectThe Impact 15 Years Later
Child-Reading Attitudes
Home Environments
Maternal Attachment
Ramey and Ramey, 1999
The Carolina Abecedarian ProjectThe Impact 15 Years Later
Ramey and Ramey, 1999
The Carolina Abecedarian ProjectLong-Term Benefits at Age 21
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?
Implicati
ons!
Implications
!
Post ‘em in
chat.
5. New Questions
I have some NEW
questions now!
Jot your questions down…put them in your book & bring to the next meeting.
6. Next Steps and a Homework Assignment
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 fi rst session!
It sure was! I’m looking forward to the next session April 20 th @ JMU!
As you leave, post in chat what worked (WW:) to support your learning today & suggestions (S:) for what would help you learn better during the next webinar.
Homework: Read chapters 3, 4, 5, & 6
Until Next Time…