PAYING ATTENTION TO LEARNING MAKES A DIFFERENCE

 I am thrilled to share a guest blog today. Janet Lansbury is a beautiful writer. Through her blog posts she shares wonderful stories, and valuable information for the benefit of anyone who cares about young children. 

Janet states,"Parenting is definitely the hardest, most rewarding job I’ve ever had and has led to even more joy helping other parents. I hope my adventures as a parent and teacher, and whatever wisdom I’ve gained along the way, will help you, too." 

It is my opinion that she succeeds in helping many through every piece she posts! It is my hope that you will enjoy this one. 

Baby, Interrupted – 7 Ways To Build Your Child’s Focus And Attention Span

Posted by Janet Lansbury on Apr 26th, 2010

You’re off and writing. You’ve cracked the blank page and the keyboard’s clicking. Time melts away, as does the chirping bird, the sound of distant traffic, the tick of the clock, and the discomfort of the broken wicker desk chair you’ve been meaning to replace for months. Suddenly the doorbell jars you. It’s a neighbor friend. She snaps you out of ‘flow’, and back into reality. You love her dearly, but your concentration is broken nonetheless… Babies experience these interruptions all the time. 

We don’t think twice about interrupting infants and toddlers, mostly because we don’t think to value what they are doing.  At the same time, we want our children to be learners and achievers. We want them to be able to listen patiently in the classroom and have the tenacity to solve difficult problems and pursue their dreams. We want ‘paying attention’ to come naturally, learning skills to come joyfully and easily. The first years of life are formative for developing focus and concentration. 

Here are 7 ways to foster a long attention span: 

1)      Minimal entertainment and stimulation. Babies are creatures of habit and can become accustomed to expect entertainment rather than doing what comes naturally — occupying themselves with their surroundings. Constant stimulation leads to an exhausted parent and an easily bored, over-stimulated child. Infant expert Magda Gerber taught that babies do not naturally become bored.  Parents do. Babies are entranced by the way their bodies can move, and the sights, sounds, smells, nooks and crannies of life that we adults take for granted. They need uninterrupted time to experience those things and assimilate them.

  

2)      No TV or videos. TV and videos are the most drastic way to undermine your child’s developing attention span because they engage and overwhelm a child’s attention rather than encouraging the child to actively flex his focus muscle. Imagine the powerful pull of the TV screen in a restaurant. You can be sitting with the most fascinating people in the world, and still you find your eyes drawn to the damn TV.  (For an in-depth study on the TV issue, I highly recommend Endangered Minds: Why Children Don’t Think - And What We Can Do About It, by Jane M. Healy, Ph.D.)

3)      A safe, cozy “YES” place. In order to remain occupied for extended periods of time, a baby must have a safe place. This can begin with a bassinet or crib, and grow with the baby to be a playpen, and finally a cordoned-off or gated play area. A too large area where there are unsafe objects available to a child is not the relaxed environment the baby needs for extensive concentration. Babies cannot play for long periods of time when they are distracted by the tension of parents worried about safety and the interruption of “NOs”. 

4)      Simple, open-ended toys and objects. Unless distracted, babies are inclined to examine every inch of a simple object, like the pattern on a cloth napkin, and then experiment, i.e. wave it, mouth it, place it over their faces, and scrunch it into a ball. They are apt to tire of, or become over-stimulated by objects that they either cannot comprehend (like rattles and other mysterious noisemakers) or toys that they passively watch, listen to, and have a single function: like musical mobiles or wind-up toys. Those toys grab the child’s attention rather than strengthening his ability to actively focus and investigate, similar to the way TV and videos do. 

5)      Observe. And don’t interrupt. Observing the way our babies choose to spend their time makes us realize that they are not just lying there, but actually doing something. That something might be gazing towards a window, at the ceiling fan, or grasping at dust particles in the sunlight. Every time we interrupt our baby’s musings we discourage his concentration. When we observe we can see when there is a break in the action, i.e. the baby averts his gaze from the wiffle ball he was prodding with his fingers and turns to look at us. We can then ask to pick him up for a diaper change without diverting his attention and interfering with his train of thought. 

6)      Baby gets to choose. Simple fact: children are more interested in the things they choose than the things we choose for them. Therefore, allowing a baby to choose what to do in his play environment rather than directing him to our choice of activity (a learning game, puzzle or flash card) will better engage his interest, focus and heightened concentration.  Children who are given plenty of opportunities to focus for extended periods of time on activities they choose are better able to pay attention in situations later (like school) where activities are adult-prescribed. 

7)      Don’t encourage distraction. It is common practice to distract a baby with a toy on the changing table to “get the job done.” But this trains babies to NOT pay attention. Diaper changes, baths, and feedings are not dull, unpleasant chores for babies.   Babies are interested in all aspects of their lives. They want to be included in each step of a task that involves them and be invited to participate as much as they are able. When we teach a baby that he should not pay attention to activities he’s an integral part of, how do we then expect him to develop a healthy attention span? 

The ability to spend extended periods of time delving deeply, seeking greater understanding of an object or situation, can be developed and strengthened like a muscle. I don’t pretend to be a PhD, but common sense tells me that a home environment conducive to focus and attention can have a positive impact on – and maybe even prevent — some attention deficit disorders. 

Focus is power. A long attention span is essential for creative, athletic and academic achievement. Attentive listeners make the best friends, spouses and parents. 

So next time you check on your baby, tiptoe in and peek before saying, “Hello.” Babies relish their “flow” time, too. 

The video below (also posted in Infant Play – Great Minds At Work) demonstrates the positive effect that uninterrupted infant play can have on a child’s focus and attention span at age 2.

FAT IS ESSENTIAL FOR INFANTS AND TODDLERS

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 #4: Infants and Toddlers should be given skim milk to avoid obesity.

Truth: Nature provides all that the brain needs through breast milk. A mother's milk includes DHA which is essential to optimal cognitive and visual function. It is important when using infant formula to ensure it is fortified with DHA.  

When a toddler is transitioned to cow's milk, whole milk is best. Toddlers need fat for nerve development. Myelin is the protective coating that covers communicating neurons. Myelin is very important for brain health. It helps the impulses between nerves travel faster. This insulating sheath is composed of 30% protein and 70% fat. 

Zero to Three states the following: 

"Because of the rapid pace of myelination in early life, children need a high level of fat in their diets--some 50 percent of their total calories--until about two years of age. Babies should receive most of this fat from breast milk or formula in the first year of life, and breastmilk remains an excellent source of liquid nutrition into the toddler years. However, whole cow's milk can be introduced after the first birthday, and provides an excellent source of both fat and protein for toddlers in the second year."

The bottom line: For the first 12 months a baby needs breast milk or infant formula with DHA. When a child is transitioned to cows milk the brain benefits most from the fat that whole milk provides.

 

This article provides guidelines for using, Cows Milk for Infants and Toddlers

 

 

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.