March 10, Group 1 presentation 2. Personality and emotional development, and Gender (pwr. pnt. slides from Mar. 3, 2010) 4.

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1 March 10, Group 1 presentation 2. Personality and emotional development, and Gender (pwr. pnt. slides from Mar. 3, 2010) 3. Self-regulation 4. ADHD-DVD

2 The Development of Self-regulation

3 Self-regulation Ability to control one s social, emotional and cognitive behaviours Also referred to as executive functioning, cognitive control Executive functions engaged to inhibit responses, core skills: 1. inhibitory control-resisting temptations, habits or distractions 2. Working memory-mentally holding & using information 3. Cognitive flexibility- adjusting to change

4 Executive functions/self-regulation More strongly associated with school readiness than IQ or entry-level reading or math skills self-regulation associated with Academic problems Anti-social behaviour Eventual school drop out

Self-regulation problems Increased levels of aggression and oppositional behaviour found in day cares and Head start preschool teachers report behavioural problems as greatest challenge in the

5 Self-regulation problems Increased levels of aggression and oppositional behaviour found in day cares and Head start preschool teachers report behavioural problems as greatest challenge in the classroom Kindergarten teachers report less that 50% of their children start school with self-regulation in today s classroom Leong, D.J. & Bodrova, E. (2009). Tools of mind: Developing self-regulation by developing intentional make-believe play. Presented at the school readiness conference, Quebec City, Canada

Self-regulation/executive function: nature or nurture?

naturally through maturation not an unchangeable personality characteristic

effect on the developing brain 3 types of experience lead to development of

6 Self-regulation/executive function: nature or nurture? Growing body of evidence suggests self-regulation is learned not developed naturally through maturation not an unchangeable personality characteristic practicing self-regulated behaviour in early childhood can have profound effect on the developing brain 3 types of experience lead to development of selfregulation being regulated by another regulating another Self-regulating Leong & Bodrova (2009)

7 Mature make believe play supports the development of self-regulation Play creates the zone of proximal development of the child. In play, the child is always behaving beyond his age, above his usual every day behavior; in play, he is, as it were, a head above himself. Play contains in a concentrated form, as in the focus of a magnifying glass, all developmental tendencies; it is as if the child tries to jump above his usual level. ~ Lev Vygotsky Play develops into mature play with guidance and support Play offers unique context that combines Regulation by others-play a scenario agreed upon by all players Regulate others-tell them what to do Regulate self-stay in role and in play by inhibiting impulsive behaviours

8 Tools of the Mind Curriculum based on Vygotsky s insights in to the development of executive functioning Self-regulation is a critical development signalling emergence of higher mental functions. self-regulation is not something that emerges spontaneously as the child matures but is instead taught formally or informally within the social context. ~ Vygotsky Supports child s play Teachers scaffold Child-initiated activities Cooperative paired learning Teacher scaffolding and explicit instruction Individualized- multilevel scaffolding

9 Attention-Deficit Hyperactivity Disorder How does run-of-the-mill failure to listen to adults differ from? Characteristic of AD/HD Developmentally inappropriate or excessive inattention, Impulsivity, and Hyperactivity Onset occurs by age 7 Behaviours must persist for at least 6 months Impairs function at school Difficulty getting along with others More common in boys than girls Some argue AD/HD is over-diagnosed and overmedicated

10 What are the causes of AD/HD? Heredity Runs in families Associated with other disorders Anxiety, depression, tics Brain abnormality or impairment Inefficient inhibitory processes Lack of executive control in the brain

11 Why are children with AD/HD treated with stimulants? Hyperactivity stems from inability of cerebral cortex to inhibit more primitive areas of the brain Stimulants used to stimulate the cerebral cortex Blocks reuptake of dopamine and noradrenaline Children with AD/HD on stimulants demonstrate Increased attention span, improved cognitive performance Reduction in disruptive, annoying, and aggressive behaviour Medication may cause side effects Cognitive behavioural therapy is effective treatment

Education Options for Children with Autism

Empowering children with Autism and their families through knowledge and support Education Options for Children with Autism Starting school is a major milestone in a child s life, and a big step for all