MOVEMENT TO LEARN LAKEVIEW FUNDAMENTAL SAC MEETING 12/13/2018

Transcription

1 MOVEMENT TO LEARN LAKEVIEW FUNDAMENTAL SAC MEETING 12/13/2018

2 JENA MARONIE Occupational Therapist with Pinellas County Schools for 18 years. Currently working on doctoral degree from Mount Mary University, with expected graduation in May Mother of two teenage girls (14 and 17).

3 OBJECTIVES: Give you a broad understanding of basic knowledge regarding brain development and what s best for learning. Assist you in learning ways to provide a sensory rich environment that will foster neural growth. (teach you how to grow your child s brain)

4 WHY DO WE HAVE A BRAIN?

5 IMPORTANCE OF MOVEMENT: Movement is crucial to every other brain function, including memory, emotion, language and learning. Our higher brain functions have evolved from movement and still depend on it.

6 IMPORTANCE OF MOVEMENT: Everything we do think and feel is governed by how our brain cells, or neurons, connect to one another. - John J. Ratey, M.D., Harvard Medical School, Author of Spark

7 IMPORTANCE OF MOVEMENT: The most powerful tool for fostering the growth and development of neural connections in your child s brain is physical movement. -Gill Connell, child development expert

8 IMPORTANCE OF MOVEMENT: The importance of crawling: It takes about 50,000 crawls to develop the number of neural pathways to integrate both hemispheres and enable optimal learning.

9 IMPORTANCE OF MOVEMENT: Importance of crawling: Helps stimulate and organize neurons Helps to integrate both hemispheres of the brain Develops eye hand coordination and binocular vision Develops joint stability and proximal control

10 IMPORTANCE OF MOVEMENT: Importance of crawling: Develops body map and motor planning Develops bilateral control Develops Fine Motor Skills Lengthens long finger muscles Develops arches of the hand Develops separation of the two sides of the hand

11 IMPORTANCE OF MOVEMENT: The most advanced level of movement is the ability to stay totally still. (Goddard, 2005, p. 137) Self-initiated movement, exploration, interaction and physical experience for the joy and challenge of it, facilitates neurogenesis (nerve growth) for a lifetime. (Hannaford, 1995, p. 22)

12 LIMITING MOVEMENT: CONTAINERS Baby equipment restricts pelvic movement Pelvic movement is essential to eye/hand coordination

13 LIMITING MOVEMENT: CONTAINERS

14 LIMITING MOVEMENT: TECHNOLOGY According to Liraz Margalit Ph.D. Between birth and age three our brains develop quickly and are particularly sensitive to the environment around us. In order for the brain s neural networks to develop normally during the critical period, a child needs specific stimuli from the outside environment. When a young child spends too much time in front of a screen and not enough getting required stimuli from the real world, her development becomes stunted.

15 LIMITING MOVEMENT: TECHNOLOGY Liraz Margalit Ph.D. Tablets provide the ability to process multiple actions simultaneously which is exactly what young brains do not need. The device does the thinking for them, and as a result, their own cognitive muscles remain weak. When a child gets too used to an immediate stimuli response, he will learn to always prefer immediate gratification and response over realworld connection, while also creating a flood of dopamine.

16 LIMITING MOVEMENT: TECHNOLOGY The American Academy of Pediatrics (AAP) strongly recommends no television viewing or screen exposure for children younger than two years of age. When children at any age are fed a diet mainly of virtual world interactions, they are found to: be at risk of developing learning disabilities have a much harder time dealing with their emotions and feelings exhibit problem behavior at home and in school

17 LIMITING MOVEMENT: TECHNOLOGY Yale University School of Medicine, National Institutes of Health, and California Pacific Medical Center conducted a review of 173 studies completed since This research examined how media influences obesity, tobacco, drug and alcohol use, sexual behavior, low academic achievement and ADHD. In 75% of these studies, the research indicated that the more time a child spends with screens and media, the more likely he is to be impacted with negative health outcomes.

18 LIMITING MOVEMENT: TECHNOLOGY They also determined that on average, today s child spends 45 hours a week with television, movies, magazines, music, the Internet, cell phones, and video games. By comparison, children spend 17 hours a week with their parents and 30 hrs. a week in school.

19 LIMITING MOVEMENT: TECHNOLOGY The AAP recommendations: For children younger than 18 months, avoid use of screen media other than video-chatting. Parents of children 18 to 24 months of age who want to introduce digital media should choose highquality programming and watch it with their children to help them understand what they're seeing.

20 LIMITING MOVEMENT: TECHNOLOGY The AAP recommendations: For children ages 2 to 5 years, limit screen use to 1 hour per day of high-quality programs. Parents should co-view media with children to help them understand what they are seeing and apply it to the world around them.

21 LIMITING MOVEMENT: TECHNOLOGY The AAP recommendations: For children ages 6 and older, place consistent limits on the time spent using media, and the types of media, and make sure media does not take the place of adequate sleep, physical activity and other behaviors essential to health.

22 LIMITING MOVEMENT: TECHNOLOGY The AAP recommendations: Designate media-free times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms. Have ongoing communication about online citizenship and safety, including treating others with respect online and offline.

23 LIMITING MOVEMENT: TECHNOLOGY Brain scan research findings in screen addiction: Gray matter atrophy; frontal lobe Compromised white matter integrity; Spotty white matter translates into loss of communication within the brain Reduced cortical thickness in the frontal lobe Impaired cognitive functioning Cravings and impaired dopamine functioning; reduced dopamine receptors

24 LIMITING MOVEMENT: TECHNOLOGY Vision: Increase in myopia; lack of exposure to sunlight Increased tunnel vision ; loss of ambient/peripheral vision Increase incidence of macular degeneration Cataracts at younger ages Headaches Dry eyes

25 WHAT DO OUR CHILDREN'S BRAINS NEED? 1. Survival the human brain evolved too 2. Exercise exercise boosts brain power 3. Sleep sleep well, think well 4. Stress stressed brains don t learn the same way 5. Wiring every brain is wired differently 6. Attention we don t pay attention to boring things Taken from Brain Rules by John Medina

26 WHAT DO OUR CHILDREN S BRAINS NEED? 7. Memory repeat to remember 8. Sensory Integration stimulate more of the senses 9.Vision vision trumps all other senses 10. Music study or listen to boost cognition 11. Gender female and male brains are different 12. Exploration we are powerful and natural explorers Taken from Brain Rules by John Medina

27 BRAIN RULE #1: SURVIVAL The brain is designed to: Solve problems Related to surviving In an unstable outdoor environment In nearly constant motion

28 BRAIN RULE #1: SURVIVAL

29 BRAIN RULE #2: EXERCISE Physically fit children identify visual stimuli much faster than sedentary ones concentrate and attend better less likely to be disruptive in the classroom They feel better about themselves (increased self esteem, decreased depression and anxiety) The human brain evolved under conditions of almost constant motion. Our brains were built for walking 12 miles per day!

30 BRAIN RULE #2: EXERCISE

31 BRAIN RULE #2: EXERCISE According to John Ratey (2008), Brain Derived Neurotrophic Factor (BDNF) is Miracle Grow for the brain. It helps to bind receptors at the synapse It directs traffic and engineers the roads. It improves overall neuron function and is a vital biological link between thought, emotions and movement.

32 BRAIN RULE #3: SLEEP Loss of sleep hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning, and even motor dexterity. Studies showed that when sleep was restricted to 6 hours or less per night for just 5 nights, cognitive performance matched that of a person suffering from 48 hours of continuous sleep deprivation

33 BRAIN RULE #3: SLEEP

34 BRAIN RULE #3: SLEEP

35 BRAIN RULE #3: SLEEP Remove all screens and electronic devices from child's bedroom (the bedroom should be a place to relax and wind down, no screens allowed) Do not allow screen time for at least 1-2 hours before bedtime (this gives the brain a chance to come down out of that unnatural state of arousal and allows your child to relax before bed) Limit total screen time usage

36 BRAIN RULE #3: SLEEP Encourage physical activity and play time away from computer or TV screens Encourage reading before bed Have a consistent bedtime routine and time

37 BRAIN RULE #4: STRESS Your brain is built to deal with stress that lasts about 30 seconds. The brain is not designed for long term stress when you feel like you have no control. Stress damages virtually every kind of cognition that exists. It damages memory and executive function. It can hurt your motor skills. When you are stressed out over a long period of time it disrupts your immune response, resulting in frequent illnesses. It disrupts your ability to sleep. You get depressed.

38 BRAIN RULE #4: STRESS

39 BRAIN RULE #4: STRESS

40 BRAIN RULE #5: WIRING

41 BRAIN RULE #5: WIRING

42 BRAIN RULE #6: ATTENTION What we pay attention to is profoundly influenced by memory. Our previous experience predicts where we should pay attention. Emotional arousal helps the brain learn. Connection to self help to secure the memory.

43 BRAIN RULE #6: ATTENTION

44 BRAIN RULE #7: MEMORY You can improve your chances of remembering something if you reproduce the environment in which you learned the information (consider accommodations). Use real world examples with meaningful experiences to reinforce concepts.

45 BRAIN RULE #7: MEMORY WHAT'S MISSING? Place a selection of items on the floor in front of the children. Have one or more children close their eyes while you remove an item or two. Ask them to recall what is missing. MEMORY CARD GAMES Start with a small number of cards, matching pictures or colors, and gradually increase the number of paired cards you are using.

46 BRAIN RULE #7: MEMORY GET MOVING! Get up and moving by making patterns for children to follow using your whole body. Clap, stomp, jump, hop. VISUALIZING Visualizing is a fancy way of describing the pictures we see in our head when we are reminded of a memory. A sound - waves crashing on the beach taking you back to a family holiday. A smell - wet dog shaking after a wash. A taste - fresh watermelon reminding you of hot summer days.

47 BRAIN RULE #8: SENSORY INTEGRATION Stimulate more of the senses at the same time. Our senses evolved to work together (vision influences hearing) which means we learn best when more senses are active at once.

48 BRAIN RULE #8: SENSORY INTEGRATION

49 BRAIN RULE #9: VISION Vision is our most dominant sense, taking up 50% of our brain s resources. We are incredible at remembering pictures. Hear a piece of information, and three days later you'll remember 10% of it. Add a picture and you'll remember 65%.

50 BRAIN RULE #9: VISION

51 BRAIN RULE #10: MUSIC Formal music training improves intellectual skills including spatiotemporal skills, vocabulary, picking out sounds in a noisy environment, working memory and sensory motor skills. Formal music training also aids in social cognition, improving the ability to detect emotional information in speech, empathy skills and other prosocial skills.

52 BRAIN RULE #11: GENDER Females outperform males on attention, word and face memory, and social cognition tests. Males perform better on spatial processing and sensorimotor speed. Those differences are most pronounced in the 12 to 14 age range.

53 BRAIN RULE #11: GENDER Brain networks show increased connectivity from front to back and within one hemisphere in males (upper) and left to right in females (lower). Image credit: Ragini Verma, Ph.D., Proceedings of National Academy of Sciences

54 BRAIN RULE #12: EXPLORATION The desire to explore never leaves us. Babies are the model of how we learn not by passive reaction to the environment but by active testing through observation, hypothesis, experiment, and conclusion.

55 BRAIN RULE #12: EXPLORATION Google takes to heart the power of exploration. For 20 percent of their time, employees may go where their mind asks them to go. 50 percent of new products, including Gmail and Google News, came from 20 percent time.

56 BRAIN RULE #12: EXPLORATION

57 QUESTIONS??? Jena Maronie: Occupational therapist with Pinellas County Schools