brain rules for babies book club - first webinar

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…