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The Brains Have It! by Drina Madden M.A., C.A.S C.H.I.L.D Foundation www.childhealthlearn.org
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The Brain is the only organ in the human body that learns C.H.I.L.D Foundation www.childhealthlearn.org
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Human beings are “meaning making” organisms C.H.I.L.D Foundation www.childhealthlearn.org
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The brain is our “meaning making” organ C.H.I.L.D Foundation www.childhealthlearn.org
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Attention The "switch"of the brain (brain stem), wakes the brain up each morning. Regulates the tone and mobility of the nervous system. We must pay attention to learn C.H.I.L.D Foundation www.childhealthlearn.org
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Bottom up Attention Brain chemicals send electrical "wakeup" messages UP to the brain's many receiving, gathering, C.H.I.L.D Foundation www.childhealthlearn.org
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Top down attention From the TOP (frontal lobe) this executive attention brings control to lower areas of the brain. Makes most complex forms of conscious activity possible
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Mood must be open Activation must go through the mood part of the brain before thoughts and actions can occur.
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Mood A happy person can learn, play, interact.....better than a sad person- C.H.I.L.D Foundation www.childhealthlearn.org
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Myelin covers the nerve fibers Myelin - the insolation around nerve fibers - begins to form before birth until age 14 C.H.I.L.D Foundation www.childhealthlearn.org
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Connecting fibers Association fibers increase during infancy. Information processing increases dramatically. C.H.I.L.D Foundation www.childhealthlearn.org
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Dopamine is lower in early childhood Children under 5 have less effective message chemicals ( esp. dopamine) than adults. The levels increase and signal basic brain formation C.H.I.L.D Foundation www.childhealthlearn.org
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Early brains are more general than adults They need many varied experiences so visual, auditory, speech...areas may develop. C.H.I.L.D Foundation www.childhealthlearn.org
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Children need clear repetition With strong messages, a child can hear “square", and say “square” when shown it tomorrow. C.H.I.L.D Foundation www.childhealthlearn.org
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Primary areas The first, or PRIMARY AREAS develop. Clear, repeated experiences help young children build memories. C.H.I.L.D Foundation www.childhealthlearn.org
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Primary areas Motor, speech, touch, pressure temperature, and taste develop separately C.H.I.L.D Foundation www.childhealthlearn.org
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Secondary areas Visual, auditory, touch, smell, speech, pressure, taste, and mood experiences all begin sharing with each other. C.H.I.L.D Foundation www.childhealthlearn.org
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Secondary areas Receive, analyze and plan C.H.I.L.D Foundation www.childhealthlearn.org
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Secondary areas The hemispheres and “gate” (thalamus) begin to form in the 7th week of gestation. The two sides of the brain begin sharing more during toddler years. Frontal lobe increases development. C.H.I.L.D Foundation www.childhealthlearn.org
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Tertiary areas TERTIARY AREAS - Visual, auditory, touch, smell, speech, pressure, taste, and mood interconnect. C.H.I.L.D Foundation www.childhealthlearn.org
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Tertiary areas Are specific to humans. Responsible for combining experiences - sensory integration C.H.I.L.D Foundation www.childhealthlearn.org
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Learning Most important factor is what the learner already knows. Even babies have prior knowledge
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Learning 2 influences on connection building How often connections are used How important signals are
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Learning Prior knowledge is persistent Prior knowledge is the beginning of new knowledge
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Learning Sensory experience changes neuronal networks C.H.I.L.D Foundation www.childhealthlearn.org
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Assist Learning Help the learner feel in control Help them see how learning matters C.H.I.L.D Foundation www.childhealthlearn.org
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Assist Learning No need to motivate or reward Rewards actually reduce learning Can help some people get started on something and move into internal rewards Success is the best reward C.H.I.L.D Foundation www.childhealthlearn.org
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Assist Learning Begin with concrete examples Build on previous Repeat, repeat, repeat C.H.I.L.D Foundation www.childhealthlearn.org
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Montessori the Wise Many of our concepts for assisting the learning of children were born through the scientific wisdom of Maria Montessori. Her awareness of children and their learning was built upon her solid observations that have been proven to be “brain-based” 1. Sensitive periods of development 2. A consistent environment 3. Aesthetic appeal that fosters attention 4. One concept presented at a time 5. Emphasis on conrete to abstract 6. Opportunity to repeat, repeat, repeat 7. Build on sequential success 8. Multisensory, concrete 9. Multiage grouping C.H.I.L.D Foundation www.childhealthlearn.org
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Learning at home & school 1. Keep the child’s mood open Laughter and mistakes 2. Allow for attention without distraction 3. get the parts of the brain talking to each other 4. Encourage movement and “doing” C.H.I.L.D Foundation www.childhealthlearn.org
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Learning at home & school 5. WORK ON MEMORY ACTIVITIES 6. PLAY LISTENING GAMES 7. ENCOURAGE DECISION MAKING AND DISCOVERY 8. PLAN FOR SOCIAL MOMENTS 9. MINIMIZE PASSIVE ELECTRONICS C.H.I.L.D Foundation www.childhealthlearn.org
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Learning at home & school TIME TO REFLECT TIME TO PROCESS TIME TO REPEAT TIME TO BE C.H.I.L.D Foundation www.childhealthlearn.org
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