Transcript the amazing brain learning through play

Chapter 4….continues
THE AMAZING BRAIN &
LEARNING THROUGH PLAY
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Everything is
learned through
your body!
BODY MAPS
THE BRAIN AND ITS DEVELOPMENT
THE PHYSICAL BRAIN
Neurons – Transmit: Receive info
from senses or neurons and
communicate the info back to
parts of body
Axons - Send
Dendrites - Receive
Synapses - Connect
Glial Cells - Support
Circuits - Maps
ROLE IN THE BODY-BRAIN SYSTEM
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Why do we have a BRAIN?
Regulates other systems in
the body
Senses information from the
body and environment
Guides child’s movements
MENTAL ABILITIES
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THE BRAIN
Forms Associations
Reads Emotions giving
experiences Meaning
Translates thoughts and
feelings into words, images
and behaviors
Determines actions needed
to achieve outcomes or goals
MIRROR NEURONS
http://www.youtube.com/watch?v=XzMqPYfeA-s
DEVELOPMENTAL CHANGES
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Prenatal development – production,
migration, connection (or die)
Infancy and early childhood – dendrite
branching, (synaptogenesis), synaptic
pruning, myelination, foundation of
later abilities
Middle Childhood - two hemispheres
more distinct, more elaborate
mapping, pruning, learning,
myelination
Adolescence - myelination, planning,
simultaneity,
EXPERIENCE AND THE BRAIN
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Plasticity – The brain’s ability to develop and change
in response to experiences
Experience - During early childhood the Brain is most
receptive and responsive to experience
Both positive and negative experiences modify the
brain architecture
Windows of Opportunity - At times the brain is more
open to certain types of learning; Montessori called
these “sensitive periods”
LEFT BRAIN~RIGHT BRAIN
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BLUE
BLACK
RED
YELLOW
VIOLET
GREEN
ORANGE
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BLUE
BLACK
RED
YELLOW
VIOLET
GREEN
ORANGE
APPLICATION OF BRAIN RESEARCH
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Give children many opportunities to learn simultaneously
Be optimistic that everyday experiences and classroom
instruction can have an impact throughout childhood and
adolescence
Accommodate individual difference in neurological
functioning
Provide extra guidance to children who have had early
exposure to drugs and alcohol.
Encourage children and adolescents to think about he
consequences of their actions – Play! Act them out!
Help children who have been neglected or abused to form
warm, trusting, and stable relationships.
CHILDREN AT PLAY
“Let the wild rumpus begin”
TYPES OF PLAY
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Different types of play
have different benefits
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Functional play
Constructive play
Symbolic play
Games with rules
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Extending play
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If you pretend, children
will begin to pretend too
Begins as functional
becomes more symbolic
Unimaginative play =
immature play
Games with rules can be
symbolic
What is the connection between
mirror neurons and play?
What do children pay attention to?
Role of emotions…
Development of feeling/thoughts
MIRROR NEURONS
AND PLAY
PLAY AND SELF-REGULATION
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Rapid growth in pre-frontal cortex where selfregulation occurs
Self-regulation predicts academic performance in 1st
grade more than cognitive performance
A child from at risk family who has self-regulation does
better than even middle class child who doesn’t
possess these skills
No self-regulation…you don’t know if you know
something unless the teacher says you do
SELF-REGULATION
Marshmallow Experiment
 http://www.youtube.com/watch?v=QX_oy9614
HQ
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 Inhibitory
and effortful self-control
 Working memory
 Cognitive flexibility
SELF-REGULATION CHANGES THE BRAIN
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Being regulated by another person (to internalize
standards). Teacher regulation is not the same as selfregulation and this is apparent when children misbehave
out of the view of the teacher.
Regulated other people (shows the child is thinking about
the rules/standards and applying them). This is often seen
in tattling.
Self-regulating. This occurs when children voluntarily apply
rules to self-not mere obedience.