Transcript Document 534326

Quality Child Care Initiative
Cheryl Anderson, PD & Training Coordinator
February 25, 2014
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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
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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
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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
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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.
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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!
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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
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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
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Hands-on experiences
Meeting up with children’s minds (why are
they doing what they are doing?
Relationships (importance of connections)
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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 Clinton
http://www.edu.gov.on.ca/childcare/positive.h
tml
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(Quality of Interactions; Connecting vs.
Directing)
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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
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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=Wqo4cFlFGE
GROUP ACTIVITY
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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
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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 mindsets
http://www.edu.gov.on.ca/childcare/positive.h
tml
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OUR SCRIPT INFLUENCES OUR THINKING OF
THAT CHILD!
Individual activity: All children….