Due to the many myths that exist on the topic of early brain development, I am dedicating this week to sharing the realities of what children need. Each day throughout the week, one myth will be clarified. It is my hope that we can quickly make truth common knowledge.

Myth #3: A Child is "spoiled" by responding to their cries and meeting their needs.

Truth:  Meeting a child's needs is the opposite of spoiling. Through repeatedly and consistently meeting a baby's physical and emotional needs, the baby is calmed and feels safe. Over time the baby begins to learn what to expect due to these repeated positive experiences. Having an attuned caregiver who predictably meets a baby's emotional needs leads to the ability to process emotions, to delay gratification, to have empathy for others, and to form healthy relationships.

The bottom line: Healthy emotional development and the basis for relationships later in life begins through having the cycle of needs expressed and met. 

Dr. Bruce Perry explains how responding to a babies needs leads to self regulation and healthy emotional development:   

"The capacity for self-regulation matures as we grow. The first time your baby felt hunger, he felt discomfort, then distress, and then he cried. You responded. And after many cycles of hunger, discomfort, distress, response, and satisfaction, your baby learned that this feeling of discomfort, even distress, will soon pass. You helped him build the capacity to put a moment between the impulse and the action. With this ability, he will eventually learn to take time to think, plan, and come up with an appropriate response to a challenge.

As young children learn to read and respond appropriately to these inner cues, they become much more capable of tolerating early signs of discomfort and distress. When your child learns to tolerate some anxiety, she will be much less reactive and impulsive. This allows her to feel more comfortable and act more mature when faced with the inevitable emotional, social, and cognitive challenges of development."

You can read a full article on this topic by Dr. Perry here .

THE BRAIN NEEDS UNSTRUCTURED TIME

Due to the many myths that exist on the topic of early brain development, I am dedicating this week to sharing the realities of what children need. Each day throughout the week, one myth will be clarified. It is my hope that we can quickly make truth common knowledge.

 

Myth #2: Taking a child to many classes and scheduled activities will make a child smarter.

Truth: While the brain does like to be stimulated and does not like boredom a child does not need or benefit from too many classes. The brain needs unstructured time to explore, to try new things, imagine, build, run freely, and just play. The higher "thinking areas" of the brain are enhanced through self directed activities. In fact creativity comes from a relaxed state not through a structured environment. When children are over scheduled, they miss the chance to use their imagination and learn skills through discovery. 

The bottom line: For optimal brain development a child needs unstructured time to play. 

For further information read the article, Free Unstructured Play Is Essential For Children. The article includes a link to a study from the AAP, The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds (PDF)

THE BRAIN LEARNS BEST THROUGH NATURAL INTERACTION WITH THE WORLD

Due to the many myths that exist on the topic of early brain development, I am dedicating this week to sharing the realities of what children need. Each day throughout the week, one myth will be clarified. It is my hope that we can quickly make truth common knowledge.

 

Myth #1: Early brain research has shown that children will be smarter through the use of flash cards, workbooks, language tapes, and "educational" electronic toys.

Truth:  Brain development is simply the physical growth of the brain. Science has created greater awareness of how this brain growth occurs. As a result we now understand more than ever before about how experience impacts brain growth. However, it seems that the term "early brain development" has become synonymous with meaning we need to push young children to learn more at earlier ages. 

It is critical that it is understood that academic focused pre-schools, using flash cards or computerized types of toys and DVD's are not the optimal way of supporting this growth. Hands-on interaction with real objects and people provides the brain with much more real information and ideal learning experiences. When children are directed to simply find a "right" answer this removes the wonderful benefits of discovery.  

The bottom line: Pushing learning on children does not lead to optimal cognitive, or social/emotional growth. In reality, too much activity may result in over-stimulation, which can impair brain development. Positive loving interactions and opportunities to play and explore with many senses in a relaxed environment are the ideal way to support healthy brain growth. 

GOOD NUTRITION FOR THE BODY IS ALSO GOOD FOR THE BRAIN

The brain needs nutrition to function well. Good nutrition is not only good for the body, it is also essential for the brain. When the brain does not get the nutrients it needs, this results in decreased ability to pay attention and may result in hyperactive behavior.

However when children eat healthy foods the “feel good chemical” serotonin is released. As a result attention span is increased and children will feel less agitated.

I just became aware something that can help children make healthy food choices. I am thrilled to let you know about it. It is called, Today I Ate A Rainbow. This complete and wonderful kit was developed by Kia Robertson. 

The I Ate A Rainbow kit includes:

1 chart

4 sets of colored magnets

4 achievement magnets

2 fridge magnets

1 shopping list

1 The Rainbow Bunch!™ book

A forward in the book, written by Dr. Erika Holenski ND, states,  “I feel one of the best lessons we can teach our children is a healthy relationship with food. The lessons learned early in life are the ones that are imprinted on the brain and become the default behavior in adulthood. By eating a wide variety of fruits and vegetables you are ensuring that your child is consuming the entire spectrum of vitamins and minerals, from beta carotene to iron and everything in between. The rainbow of colors also ensures high levels of antioxidants and phytonutrients which help the entire body fight off illness and repair DNA, as well as boost brain power. “

It would be wonderful if one day every child had this kit and was eating a rainbow everyday!!!

For more information go to: www.todayiatearainbow.com

 

A DEVELOPING BRAIN NEEDS ADULT TO HELP SUPPORT LEVELS OF STIMULATION

 

Holiday Shopping From a Child’s Point of View

My brain doesn’t like to be bored and it also doesn’t like to be over stimulated. I need interesting things to keep me entertained, but if I get too much stimulation I will need you to help me to relax. My brain is not good at this on my own yet.

               (3 -6 year olds)

• Have me help you find the items you need by giving me simple directions. For example: Ask me to get the red box or pick the smallest size can, or the item on the bottom shelf.

               (1 – 4 year olds)

•   While waiting in line, name an item for me to find and point to. Or point to a picture on magazine and have me name it.

                              

               (3 – 5 year olds)

• As we turn down a new isle name a color. Have me point out items of that color as we  go through the row. Or to add variety, name a shape to look for.

My brain also likes physical activity and using all of my senses. Exploring is how my brain learns. So, I will like touching and trying out things I see.  If you guide me to or provide things that are safe to touch this will be best.  Much of this is all new to me, and  I do not realize what might happen if I touch, push, or pull on something without your guidance.

                (0-3 year olds)

•  While we shop give items to try out. Let me feel different textures or hear the sounds items make.  Since my brain learns through repetition I may want to do it again and again. Use descriptive words for the textures and sounds I am experiencing too. My brain likes to hear lots of language from you about objects in my world.

                 (3 – 6 year olds)

• Have me close my eyes and listen to all the sounds. Have me tell you all that I hear.

• Have me help you put items on the counter as you get ready to checkout. We could count together as we do this.

            

I really like it when you give me positive attention. When we are having fun together I will feel good.  My brain will then not react in negative ways to get you to pay attention to me.

 

                 (2 – 6 year olds)

• Let me tell you about all that I see and am interested in as we shop. I get excited about all of the new things I am learning and want to share it with you!

                 (All ages)

• Sing holiday songs with me while we wait in line.  

THE BRAIN NEEDS EXPERIENCES AT APPROPRIATE TIMES

The brain develops best when a child has a variety of optimal emotional, physical, cognitive, and social experiences at appropriate times. Brain development is not enhanced through pushing children to learn more at earlier ages.

The term, “developmentally appropriate” is used in the field of education by professionals that understand that we need to provide learning in the way a child will benefit most.  When adults decide children should learn something at an earlier age, this is not in best interest of children.

It seems that for some, the term “early brain development” has come to mean, “push young children to learn more at earlier ages”.  It is not advantageous for anyone when we push children. Due to scientific research, we now have the advantage of understanding more than we ever have about how the brain develops.  We need to take advantage of this knowledge. 

We do not feed a newborn solid foods, we don’t expect a 4 month old to give himself a bath, we don’t expect an 8 month old to tie her shoes, we don’t expect a one year old to jump rope. We do not have these expectations because we know children are not physically ready for those tasks at these ages.  It is critical to use all we know when it comes to emotional and cognitive development also.We can not afford to ignore this information any longer.

This article, Picture Books Still Do Work for Kids, gives a perfect example. It states that children are being pushed to read chapter books too early. In the article Dr. Deborah Pope, executive director of the Ezra Jack Keats Foundation states;

"If a parent pushes a child through their developmental stages too quickly, the child often ends up frustrated and behind later on," she said. "What's sadder is that they miss out on something they can never get back -- their childhood."

Together we  can help everyone learn how to provide optimal experiences for children’s brains  to develop in healthy ways.  Let’s ensure every child has the love, safety, nutrition, play, sleep, understanding, and appropriate learning experiences they need!

THE BRAIN IS POSITIVELY AFFECTED BY SPENDING TIME IN NATURE

Research demonstrates time in nature greatly benefits the brain and overall healthy development in many ways. Studies show contact with nature and playing outdoors can reduce symptoms of attention deficit disorder, alleviate stress, enhance creativity, and increase self discipline.

In this valuable article, Grow Outside! A call to pediatricians and others to prescribe nature:Helping children (and their families) become healthier and happier, the numerous benefits of time outdoors are shared. 

This article is focused on the role pediatricians can play in promoting the benefits to early bran development.

"Dr. Brown points out, for many pediatricians, the strategic pediatric priorities have changed from infectious disease, immunizations and car seats and helmets to mental health, obesity and early brain development, "all of which could be changed by re-connecting our kids to the wonder of nature."


Here is a sample of what the research suggests, and what pediatrics professionals can do:
•Contact with the natural world appears to significantly reduce symptoms of  attention deficit disorder in children as young as five.
•Nearby nature, and even a view of nature from a bedroom window, can reduce stress in children
•Older children who spent more time outside were generally more physically active and had a lower prevalence of overweight than children who spent less time outside. (Less is known about the impact on very young children.)
•Children in greener neighborhoods appear to have lower body weight changes.
•Spending time outdoors may help prevent myopia.
•Play in natural environments is associated with young children's improved motor abilities and increased creativity.
•Access to nature nurtures self-dicipline and self-confidence among children, including children with disabilities.
•Natural environments, such as parks, foster recovery from mental fatigue and may help children learn.
•Green exercise may offer added benefits when compared to equal exertion in indoor gyms.
•In hospitals, clinics and medical offices, incorporate nature into the design to help children, and their families, reduce stress and heal.
•The concept of "play," including play in nature, is more compelling and inviting to most adult caregivers,  parents and guardians than "exercise."

All of this research is what has lead to the development of nature pre-schools. Schlitz Nature Audobon Center is an outstanding model. I have been honored to partner with this center to develop the newest brain development packet...... Naturally Developing Brains!