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!

STRESS HORMONES ARE RELEASED IF THE BRAIN DOES NOT HAVE THE NUTRITION IT NEEDS

The brain needs nourishment to function well. Stress hormones are released if the brain does not have the food it needs.

Making sure your child (and you) have the nourishment the brain needs will help keep everyone in good mood throughout the holidays. Eating a well balanced breakfast that includes protein provides the brain with the nutrients to function well. Healthy eating results in the release of "feel good" chemicals. The brain is also less likely to crave carbohydrates when it gets the nourishment it needs. Research shows children who eat breakfast have a more stable mood throughout the day.

However, eating sugary cereal, doughnuts, or sweetened juices will result in the brain needing food again only 30 minutes later. The brain then feels stress and releases stress chemicals. As a result a child may experience feelings of agitation, aggression, and anxiety. Young developing brains do not yet know how to control all of these feelings.This is why it it is called, "out of control" behavior. Children need the adults in their lives to understand and provide all that their brains need.

During the holidays is not always easy to eat in healthy ways. Here are some simple tips to help keep brain systems in balance. Hopefully these will contribute to happier holidays!

• Keep water and healthy snacks with you when you are away from home to keep the brain from getting hungry and turning to fast food for meals.
  
• Provide meals that include adequate amounts of protein.
  
• Eat healthy foods before eating sweets. This will reduce the chance for mood swings. 
• Put a place mat in the refrigerator with healthy foods on it. Let your child know these are foods they "get to" choose from when needing a snack.

 This article from keepkidshealthy.com provides impressive research information on the benefits of breakfast, as well as helpful tips.

THE BRAIN NEEDS THE RIGHT AMOUNT OF STIMUALTION

The brain likes the right amount of stimulation.The brain doesn't like to be bored and it also doesn't like to be over stimulated.  

Keeping children's brains in mind while holiday shopping makes the time together enjoyable. Each post this week will focus on how to make shopping a fun family time. 

The brain loves having fun, likes using all of the senses, and physical activity. There also is a psychological need that makes a child seek attention. When a child is given positive attention and fun interaction, it is less likely that negative behaviors will result.

When a child is hungry, tired and not getting stimulated in a way that is fun and interesting it is more likely you will have to deal acting out behaviors. Your child isn't trying to be "bad", his or her brain is just reacting to what it needs. Young children's brains are not developed to the point of being able to control all of this yet.

Children need the adults in their life to understand and offer support. Involving your child and interacting in fun ways while shopping will help keep your child's brain stimulated.

Sample activities from the Brain Development Activity Packets:

• Involve your child in choosing gifts so they can experience the benefits to the brain as a result of giving or donating to others.
• Name a color. Have your child look for and point out items with that color as you shop..
• Have your child look for the first letter in their name printed on items or signs as you shop.  
• Give your child a suggestion for a way to move differently in each aisle. For example you could say: "In this aisle walk on your tip toes." or "This time take 3 steps then hop."
• Encourage your child to describe how various items feel.
• Bring a coupon or photo from a flyer for items you plan to purchase. Make a searching game. Have your child look for the pictured item as you go through the aisles.

THE ABILITY TO SELF REGULATE IS DEVELOPED THROUGH IMAGINATIVE PLAY

Imaginative play leads to the development of the higher thinking areas of the brain. Research shows the critical ability to self regulate is enhanced through this type of play.

This week-end I finally had the opportunity to see the movie Toy Story 3. While there were many messages communicated through this story, it was wonderful to see this great example of play! This movie clearly shows how toys like these sparks imagination. 


Children need many opportunities for this type of play for healthy development.

This article from NPR clearly explains the importance of play for optimal development and self regulation. 



Keep the brain in mind with these tips as you shop for gifts this holiday!

      .... television, DVD's, and flashcards are not the best ways to
           promote brain development.
     .... you are your child's favorite toy!

     .... toys that are best for children's brains

•  Provide an opportunity for direct interaction and manipulation
• Give a child a chance to develop something with their hands
•  Offer a variety of ways of using the toy or object
• Spark imagination and creativity
• Allow the child to repeat a process
• Promotes physical activity

         Examples are: Puzzles, building blocks, building sets,

         crayons, balls, paints, play dough, dolls, trucks and

         cars, shape sorters,  sand toys, bean bags, nesting

         cups, pretend play sets, water toys, and books!

     .... Opportunities to just play, create, move, explore, and manipulate

          objects, provides the best opportunities for real learning.

"The Toy Man® Recommends..." 2010 Holiday Season Product List provides ideas from experts in the field. Hope you find this very helpful for unique and recommended gifts. I am honored to have The Brain Development Series included.  Enjoy!

   

STRESS HORMONES WASH OVER THE BRAIN WHEN A BABY IS LEFT ALONE TO CRY

The levels of stress hormones washing over the brain are increased when a baby is left alone to cry for long periods of time. A baby's brain is too immature to regulate emotions on it's own. 

Too often it is thought that a baby will be "spoiled" through repeatedly meeting expressed needs. This is actually the opposite of what results. 
Consistently soothing and comforting an infant leads to a calmer and emotionally healthy child. 

Below is an excerpt from the writings of Heidi Holmen. I encourage you to go to this valuable website by Deborah Hage, MSW, and read the very impressive story Heidi shares. I often share this story when I do brain presentations to clearly demonstrate how quickly the developing brain adapts to experiences early in life.

 Having a primary emotional bond with an attuned caregiver who predictably meets a baby's emotional needs is foundational for healthy psychic development and the ability to form healthy relationships with others. The ability to process and regulate one's own emotional state effectively, to delay gratification, to problem solve, to have empathy for others, are all critical for a healthy and secure sense of self.  These are skills that are developed through the formation of healthy attachment. 
 In early developmental stages, an agitated or hyperaroused baby must be soothed by her primary caregiver in order to feel calm, safe and secure. The baby actually experiences her own emotional state as an extension of her caregiver.  If her emotional needs are consistently met, over time the baby is able to take on some of this emotional regulation herself.  Throughout early childhood, skills of self awareness and self regulation are reinforced.  From there the child is able to begin to process the emotions of others, to develop a sense of empathy and to form healthy relationships beyond the primary one.  These are lessons with clear and lifelong repercussions.
 On the other hand, lack of healthy attachment can have devastating emotional repercussions.  During the heightened state of arousal that occurs when a baby’s cries are not answered, she grows increasingly frustrated, distressed, angry, or hopeless.  When her needs are not met, or met unpredictably, the baby does not develop trust.  She might shut down emotionally and remain stuck at this stage of emotional development. Stunted emotional development can also negatively affect cognitive development.