Presentation on theme: "International Conference Increasing NCOs professionalism and sustainability in delivering social services to children and youth from low-income families."— Presentation transcript:
International Conference Increasing NCOs professionalism and sustainability in delivering social services to children and youth from low-income families in Kazakhstan 5-6 of June, 2012 Almaty, Alatau sanatorium Jill McFarren Aviles, PMP «B ОТА » Foundation Social Services Program (SSP)
Objectives Present research on brain development and the synergetic link with executive function and health Present best ECD practices to support optimal brain development Analyze own programs in relation to best practices Plan Serve and Return strategies during daily routines and set up of environment Summary and closing
Knowledge and expectations What questions do you have about brain development? What do you know about brain development?
The fascinating brain Brain architecture is built from the bottom up through ongoing, increasingly complex interactions between experiences and genetic makeup The brain is wired to learn and build relationship through serve and return interactions Toxic Stress negatively impacts development
Brain Architecture is shaped by early experiences 1 At Birth At Age Three Overproduction At Age Eleven Pruning ORE CONCEPTS IN THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT - www.developingchild.harvard.edu
Trajectory of a childs brain development - Skills Beget Skills
Serve and Return Through interactions children learn about themselves, their immediate surroundings and how things work Each child has unique needs and characteristics Quality interaction respond to the uniqueness of each child The interaction contributes to brain architecture
Serve and Return Interactions – who starts it? http://developingchild.harvard.edu/resources/mul timedia/videos/three_core_concepts/serve_and_ return/http://developingchild.harvard.edu/resources/mul timedia/videos/three_core_concepts/serve_and_ return/
Stress levels and their impact on the brain Normal Stress contributes to development High level of cortisol, a stress hormone, influences region of the brain linked to emotional development and learning of children, Prolonged toxic tress increases health risk of adults Extreme stress impairs development of executive functions
Effect of Stress on learning 1 From Persistent Fear and Anxiety Can Affect Young Childrens Learning and Development www.developingchild.netwww.developingchild.net
What have you done today that is related to: display self-control followed multiple-step directions even when interrupted stayed focused despite ever-present distractions Building the Brains Air Traffic Control System: How Early Experiences Shape the Development of Executive Function – Center on the Developing Child at Harvard University
Executive Functioning Goal-directed, intentional behavior that helps us to: control impulses, make plans, and stay focused. Appear in the first year of life These skills are related to the how to learn best – by focusing, remembering, and planning That way the content can be learned effectively and efficiently
Executive Function skills Appear in the first year of life There are key areas of the brain associated with EF Different from school readiness skills, –These skills are related to the how to learn best – by focusing, remembering, and planning –That way the content (math, literacy) can be learned effectively and efficiently
Executive Function (cont.) Soon after babies are born Dramatic growth in the brain around 3 to 5 year of age Growth continues throughout adolescence and early adulthood; proficiency begins to decline in later life.
Effectiveness factors that contribute to brain development and executive function Interactions between children that are nurturing, supportive, and challenge childrens learning and social engagement Staff that are trained and are compensated Adult-child ratio and group size that contributes to individual, small and large group interactions and support Environment where children are heard, where they hear rich vocabulary, and are challenged to learn/explore language Activities and materials that are purposefully planned and monitored based on childrens needs and cultural context Environment where children feel and are safe
Types of Play 3 – the how Functional – use their senses and muscles to understand how things work Constructive – their play is purposeful – it has a goal in mind Dramatic – children take on a role to pretend to be someone or something else Games with rules – control their impulses to Sara Smilansky
Elements of a positive learning environment – the where Ensure safety Promote health Provide comfort Be convenient Be child-sized Maximize flexibility Encourage movement Allow for choice Divide active areas away from quiet areas (WestEd, 2000, Program for Infant/Toddler Care - PITC)
Importance of an effective daily routine – the when Helps children understand time Provides children a sense of security Contributes to their self-help skills Contributes to positive discipline Helps children self-control Helps children with problem solving Contributes to development of social/emotional skills
Elements of an effective daily routine Consistent, yet flexible Enough time for choice, transition, and outdoor activities Mixture of small, large, and individual activities Active and quiet activities Intentional activities throughout the day to maximize the day, including transitions
How does your program support brain development and reduce stress? At your table, or in small groups, review the two checklist, one for environments, the other for daily routine Reflect on your program and determine how well on the continuum your program satisfies these criteria Identify one thing about your program that you would like to share with others Identify one thing you will do different with the environment or daily to contribute to childrens brain development
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