FRONTIERS OF INNOVATION · Week 2 Activity for BBF: Simon Says 9 Week 3 Activity for BBF: Stroop 10 ... is critical to healthy development through middle childhood, adolescence, and

FRONTIERS OF INNOVATION BUILDING BRAINS AND FUTURES

ONE CONNECTION AT A TIME

PARENT’S GUIDE

2

Building Brains and Futures

©2014.Dr.RobbinGibb[Neuroscience],Dr.NoellaPiquette[Education]&Dr.ClaudiaGonzalez[Kinesiology],UniversityofLethbridge.

BuildingBrainsandFutures:OneConnectionAtATime.ALLRIGHTSRESERVED.Nopartofthispublicationmaybereproduced,modified,distributed,ortransmittedinanyformorbyanymeans,includingphotocopying,recording,orotherelectronicormechanicalmethods,withoutthepriorwrittenpermissionoftheCOPYRIGHTHOLDER

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TABLEOFCONTENTS PAGE

IntroductiontoBuildingBrainsandFutures(BBF) 4

BuildingBrainsandFutures:EnhancedCurriculumOverview 5

ExecutiveFunctionSkills 6

EmergentLiteracySkills 7

Week1ActivityforBBF:RedLight/GreenLight 8

Week2ActivityforBBF:SimonSays 9

Week3ActivityforBBF:Stroop 10

Week4ActivityforBBF:MusicalFreeze 11

Week5ActivityforBBF:PretendPlay 12

Week6ActivityforBBF:CircleTimewithLipsandEars 13

Week7ActivityforBBF:SharedProject 14

Week8ActivityforBBF:Wait-For-It 15

Week9ActivityforBBF:DimensionalCardSort 16

Week10ActivityforBBF:RightisRight! 17

EmotionalCharades 18

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Building Brains and Futures Building brains and futures is a Frontiers of Innovation project that uses a science-based approach to improve child outcomes by building adult capability. More information can be found at Harvard University’s Center of the Developing Child: http://developingchild.harvard.edu/innovation-application/frontiers-of-innovation/ Our steering committee includes researchers from the University of Lethbridge, professionals from community agencies working with families to improve child outcomes, coordinators of early learning programs in our school divisions, and parent representatives from participating schools. Our Focus The Building Brains and Futures project is focused on improving executive function and emergent literacy of children in the early years through improving adult capabilities. We provide support and learning opportunities to families in our community through:

• Parent Cafés • An Enhanced Curriculum in preschool classrooms and made available to families

Parent Cafés We provide learning opportunities through Parent Cafés in participating schools in Lethbridge, Alberta. Parents and caregivers have access to rich information about child development and child and family services. Every month at our cafés, professionals from our community host informal discussions about their specialty. Enhanced Curriculum Along with Parent Cafés, an enhanced curriculum is provided to educators in the early education programs. This curriculum focuses on the development of important skills in executive function and emergent literacy. As your children play at school, they are learning and practicing important life skills. Parent’s Guide The Parent’s Guide is a take-home version of our curriculum for families. It contains instructions for all the classroom games, along with a set of activity cards. There are 10 games that are each 5 to 10 minutes long. With each game, is a list of the set of executive function and early literacy skills that the children are practicing while they are playing. We hope that this binder will inspire your creativity when playing with your child. For more examples and ideas of how to use games to enhance children’s brains please visit our website http://buildingbrains.me

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BuildingBrainsandFutures:Enhanced Curriculum

OverviewExecutiveFunctionBeingabletofocus,hold,andworkwithinformationinmind,filterdistractions,andswitchgearsislikehavinganairtrafficcontrolsystematabusyairporttomanagethearrivalsanddeparturesofdozensofplanesonmultiplerunways.Inthebrain,thisairtrafficcontrolmechanismiscalledexecutivefunction;agroupofskillsthathelpsustofocusonmultiplestreamsofinformationatthesametime,andreviseplansasnecessary.Acquiringtheearlybuildingblocksoftheseskillsisoneofthemostimportantandchallengingtasksoftheearlychildhoodyears,andtheopportunitytobuildfurtherontheserudimentarycapacitiesiscriticaltohealthydevelopmentthroughmiddlechildhood,adolescence,andintoearlyadultlife.EmergentLiteracyBeingabletocommunicateandtotakeincommunicationisacrucialdevelopmentalskillthatisnecessaryinallaspectsofone’sacademicandsociallife.Childrenstarttolearnlanguagefromthedaytheyareborn.Astheygrowanddevelop,theirspeechandlanguageskillsbecomeincreasinglymorecomplex.Theylearntounderstandanduselanguagetoexpresstheirideas,thoughts,andfeelings,andtocommunicatewithothers.Duringearlyspeechandlanguagedevelopment,childrenlearnskillsthatareimportanttothedevelopmentofliteracy(readingandwriting).Thisstage,knownasemergentliteracy,beginsatbirthandcontinuesthroughthepreschoolyears.Theseemergentliteracyskillsareeverythingchildrenknowaboutspeaking,listening,readingandwritingbeforetheycanactuallyreadandwrite.Earlyliteracyskillsareessentialbuildingblocksforlaterreadingandwriting.Inaddition,thereismoreandmoreevidencesuggestingthathavingagoodcommandoflanguagegoeshand-in-handwiththeabilitytoimagineandthinkupnewideas.Iftheexecutivefunctionskillsaretheairtrafficcontrol,thenemergentliteracyskillsaretheairplanesastheyareenablingthechildtogettotheirdestinationofunderstandingandusingcommunication.Theseskillswillbeaddressedinthisstudythrough5-minuteactivitiestaughtandmodeledintheStayandPlayprogram,andthensenthometobereinforcedwithaparentforatminimum,a5-minuteperiod.Inaddition,aweeklyvideoorshortreadingwillbesenthomeasasupportformoreinformationonEFand/orEL.

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ExecutiveFunctionSkills

• Inhibit:Abilitytocontrolimpulses(inhibitorycontrol)andtostopengaginginabehavior.

• Shift:Abilitytomovefreelyfromoneactivityorsituationtoanother;totolerate

change;toswitchoralternateattention.

• EmotionalControl:Abilitytoregulateemotionalresponsesappropriately.

• Initiate:Abilitytobeginanactivityandtoindependentlygenerateideasorproblem-solvingstrategies.

• Workingmemory:Abilitytoholdinformationwhencompletingatask,whenencoding

information,orwhengeneratinggoals/plansinasequentialmanner.

• Plan/organize:Abilitytoanticipatefutureevents;tosetgoals;todevelopsteps;tograspmainideas;toorganizeandunderstandthemainpointsinwrittenorverbalpresentations.

• Organizationofmaterials:Abilitytoputorderinwork,play,andstoragespaces(e.g.,

desks,lockers,backpacks,andbedrooms).

• Monitor:Abilitytocheckworkandtoassessone’sownperformance;abilitytokeeptrackoftheeffectofone’sownbehavioronotherpeople.

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EmergentLiteracySkills

• Conceptsaboutprint:Understandingthatwrittenlanguagehasmeaning.Connectingspeechsoundstoprint/decoding,noticingenvironmentalprint[signsandlogos],differingprint,handlingbooks,andfollowingpictures/wordsonapage.

• Printmotivation:Beinginterestedinandenjoyingtext,includingbooks.

• Orallanguage:Theabilitytoproduceandcomprehendspokenlanguage;includes

listeningcomprehension,vocabulary,andgrammar.

• Rapidnamingoflettersanddigits:Recognizingandidentifyingindividualalphabetsandnumbers.

• Rapidnamingofobjectsandcolors:Recognizingandidentifyingcommonitemsand

basiccolors.

• Writing/drawing:Scribbling,drawing,usesofspaceandattemptsatcreatingwordsormeaningwithavarietyofwritingtools.

• Vocabulary:Receptivevocabulary-Knowingthenamesofthings;wordsneededfor

understandingwhatisheardandread.Expressivevocabulary–Wordsusedforspeakingandwriting.

• Narrativeskills:Beingabletodescribethingsandeventsandtotellstories.

• Alphabetknowledge:Understandinglettersaredistinctsymbols,aredifferentfrom

eachother,knowingtheirnamesandsounds,andrecognizingletterseverywhere.

• Phonologicalawarenessorsensitivity:Beingabletohearandplaywiththesmallersoundsinwords.

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Week1ActivityforBBF RedLightGreenLight[5minutes]ActivityDescription:Youngerchildrenshouldattendtotheoralinstruction;olderchildrenshouldattendtothesignandoralinstructions.DIRECTIONS

1. Havethechildrenlineup(sidebyside)atoneendofyourspacefacingtheadult.2. Theadultstandsoppositeofthechildrenandfacesthechildren.

a. Instructionsareprovidedtothechildrenatthispoint.b. Allchildrenmustattendtotheoraldirectionsandortothecolorsignc. Childrencaneitherstartthegameatthebackoftheroomormovetoward

theadultduringthegame[goalistogettotheadult]ORtoplaywithinone-minutesegmentsandseehowmuchspacethechildcantravelwithintheroom.

3. Whentheadultshouts“GreenLight!”Thechildrenwalkquicklyorrun(dependingonyourspace)towardstheadultoraroundtheroomifthatistheinstruction[re:2c].

4. Whentheadultshouts“RedLight!”Thechildrenstopwheretheyareandfreeze.5. Theadultcontinuestoshout“redlightorgreenlight”untilthechildrengettoher

andthenallthechildrengobacktothestartinglineandthegamestartsagain.6. Playthegameagain[attendtothedirectionsin#2]butthistimealterthewordsto

wordsthataresimilarto“Red”and“Green”butchangeeitherthebeginningsoundorendingsound.Forexample,Red=bread,said,Ned,stedandGreen=greel,greek,greed.

Optional:Childrencanalsotaketurnsbeingtheonestoshout“redlightandgreenlight”,anddisplaythecolorsignsorforolderstudentstocreatedifferingwordsforredandgreen.SKILLDEVELOPMENT:EF:Supporting2concepts:Inhibitiontorespectthemeaningoftheredlight(wait)and,2)Shiftthebehavior.Additionally,WorkingMemoryisnecessarytoremembertheinstructionsofwhatisrequiredofthetask,aswellas,Monitoringthoughtsandactions[lookingaround,hearingfeedback],andpracticingEmotionalControlrelatedtoachievingsuccessfulcompletionofthegame[oralternatelycontrollingone’semotionsifnotsuccessful].EL:Supporting2concepts:1)Listeningcomprehensionforattendingtothedirectionspriortothegameandduringthegame,and2)Concepts about print for connecting the words to the print on the signs. Additionally, rapidly naming objects and colors is required to identify the signs, and Phonological awareness or sensitivity is necessary to distinguish between the sounds in the words.

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Week2ActivityforBBFSIMONSAYS[5minutes]ActivityDescription:Youngerchildrenshouldattendtotheoralinstructionallthewaythroughthegame–attemptingalldirections;olderchildrenshouldattendtotheoralinstructionsandhavetostandstilloncetheyare“out”.DIRECTIONS

1. Lineupthegroupacrossfromyou2–3metersaway.2. Telltheplayersthattheyshouldallobeyyouifyoufirstsaythewords"Simonsays."3. Tellthemthattheyareoutofthegameiftheyfollowanorderthatdoesn'tbegin

with"Simonsays,"oriftheyfailtodowhatSimonsaystodo”4. Beginbysayingsomethingsimplelike,"Simonsays,putyourhandsonyourhead."

Looktomakesureeverybodyhasputtheirhandsontheirheads.5. Giveanotherordersuchas,"Simonsays,standononefoot."Checkagain.6. Continuegivingorders.Mixitupandsaysomethinglike,"Raiseyourrighthand,"

withoutthepreface"Simonsays."7. Callouttheplayerswhoraisetheirhands.Playuntilonepersonisleft.Thisisthe

winneri.e.,Bestinstructionfollower.8. Letthatpersongivethecommandsforthenextroundorcreateafewofthe

commandsfortheadulttodeliver.9. Keepthepacemovingfast.Everyonewillbelaughingsohard,theywon'tcarewho's

inorout,orwhowinsorloses.

Optional: [1] give the orders quickly, in increasingly rapid succession. [2] Cut the orders short, saying, "Simon says, do this," and make the motion you want mimicked, such as putting your hands on your shoulders. [3] Give the orders verbally but have the children turn their backs to you so they rely on the words only for a whole game. [4] Introduce a time delay of various lengths when instructing the children of their next move.

SKILLDEVELOPMENT:EF:Supporting2concepts:1)Inhibitiontorespectwaitingfortheoralinstructionsand2)Shiftingthebehavior.Additionally,WorkingMemoryisnecessarytoremembertheinstructionsofwhatisrequiredofthetask,aswellas,Monitoringthoughtsandactions[lookingaround,hearingfeedback],andpracticingEmotionalControlrelatedtoachievingsuccessfulcompletionofthegame[oralternatelycontrollingone’semotionsifnotsuccessful].EL:Supporting2concepts:Listeningcomprehensionforattendingtothedirectionspriortothegameandduringthegame,andReceptive vocabulary is developed and necessary for isolating the words and processing meanings of words necessary to understand what is being heard.

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Week3ActivityforBBF STROOP[5minutes]ActivityDescription:Childrenwillworkinpairsoronteams.DIRECTIONS

1. Allchildrenshouldbeshown2picturesinadeckof10thathave“opposite”depictions.

2. Telltheplayersthattheyshouldrespondtopictureswiththe“false”answer.Forexamplewhenshownthesun–theplayershouldrespond“night”andwhenshownthemoontheplayershouldrespond“day”.

3. Playersshouldbeencouragedtodothisasquicklyaspossible.4. Keepatallyofhowmanycardstheplayergotcorrect.Encouragetheplayertotry

togetmorerightnexttime.5. Thisgamecanbeplayedoneinstructorforoneplayeroroneinstructorformultiple

players6. Decksofcardscanbecompiledbasedonstop-go(usingastopsign,greenlight)hot-

cold(usingalitmatchandasnowflake)etc.7. Oncetheplayerhasmasteredadeckofcardswithasingletheme,tryadding

anotherthemeinthesamedeck.Astheplayerachievesmasteryseveralthemescanbeaddedtoasingledeck.

8. Remembertoencouragechildrentorespondasquicklyaspossible.SKILLDEVELOPMENT:EF:Supporting2concepts:1)Inhibition,requiredtopreventthenaturaltendencytorespondwiththecorrectanswertothepictureandtorespecttheoralinstructionsbyrespondingwiththeoppositeresponse.WhenmorethanonethemeisaddedtothedeckthechildisrequiredtoShifttheirresponsestothenewthemetobesuccessfultorespondingwiththeoppositeresponse.Additionally,WorkingMemoryisnecessarytoremembertheinstructionsofwhatisrequiredofthetask,aswellas,Monitoringthoughtsandactions[lookingaround,hearingfeedback],andpracticingEmotionalControlrelatedtoachievingsuccessfulcompletionofthegame[oralternatelycontrollingone’semotionsifnotsuccessful].EL:Supporting2concepts:1)Listeningcomprehensionforattendingtothedirectionsheardpriortothegameandduringthegame;and,2)Receptive vocabulary is developed and necessary for isolating the words and processing meanings of words necessary to understand what is being heard. This task also requires the rapid naming of objects and shape configurations.



Week4ActivityforBBFMUSICALFREEZE[5minutes]ActivityDescription:Allchildrenshouldattendtotheoralinstruction.Allmobilechildrencanbeincludedinthisactivity.Olderchildrenshouldlookforthestickmancueforaposturetoassumewhenthemusicstopsandthen“freeze”.Youngerchildrenshould“freeze”whenthemusicstops.DIRECTIONS

1. Withamusicaldevicethatcanbestoppedandstartedmid-waythroughasong,theinstructorselectsaposefromaseriesofposesdepictedbystickmen.

2. Telltheplayersthattheyshouldrespondtopicturebyassumingtheposewhenthemusicstops.

3. Playersshouldbeencouragedtodothisasquicklyaspossible.Olderchildrenneedtoassumetheposecorrectly.Incorrectresponsesorbeingthelastonetofreezeresultsintheplayerbeingcountedout.

4. Continuethegameuntilthereisaclearwinnerintheolderchildrenagegroup.5. Youngerchildrenshouldbeencouragedtopracticethe“freeze”andthenastheyget

morefamiliarwiththegametheytoocantrytheposeandfreezealongwiththeolderchildren

6. Adeckofcardscanbecompiledbasedonaseriesofposes.Theposesillustratedonthecardscanberandomlyselectedthataretobecopiedbythechildrenduringabreakinthemusic.

7. Oncetheplayerhasmasteredadeckofcardswithsimpleposestryaddingmorecomplexones.

8. Remembertoencouragechildrentorespondasquicklyaspossible.SKILLDEVELOPMENT:EF:Supporting2bigconcepts;1)Inhibition,thenaturaltendencytocontinuetomovewhenthemusicstopsand2)WorkingMemory,thatisnecessarytocontinuouslyremembertheinstructionsaboutwhatyouaresupposedtobedoingwhileMonitoringthoughtsandactions[lookingaround,hearingfeedback],andpracticingEmotionalControlrelatedtoachievingsuccessfulcompletionofthegame[oralternatelycontrollingone’semotionsifnotsuccessful].TheInitiationofmovementwhenthemusicstarts,andtheinitiationofaposewhenthemusicends,areskillsnecessaryforMusicalFreeze.EL:Supporting2bigconcepts:1)Listeningcomprehensionforattendingtothedirectionsheardpriortothegameandduringthegame;and,2)Receptive vocabulary is developed and necessary for isolating the words and processing meanings of words necessary to understand what is being heard.



Week5ActivityforBBFPRETENDPLAY[10minutes]ActivityDescription:Childrenwillworkinpairs.Simplepropsthatrepresentleadcharacterssuchasfireman,teacher,policeman,doctor,waiteretc.shouldbemadeavailableandchildrenshouldbeassistedtoselectanactivitytoengagein.Onthedoctorteamthereshouldbeatleastonepatient(buttherecouldbemore).After5minutesofplaythechildrenshouldchangeroleswiththeirpartner-ifmorethantwoareonateamtheplayshouldbeextendedsoeachchildgetsaturntoportraytheleadcharacter.DIRECTIONS

1. Teamsconsistingoftwochildrenshouldbeencouragedtoassume“role”play.2. Theplayshouldproceedinanunstructuredmannerbutsomeguidancemayinitially

berequiredtokeeptheplayersmindfuloftheirroles.3. Thechildplayingtheleadcharactershouldbechallengedtostartthegameby

announcinghis/herintentionsonwhatistobedone.Theotherchild(ren)willrespondbyplayingtheirassignedroles.Afterapproximately5minutesofroleplaying-thechildrenshouldreverserolessoforexamplethepreviouspatientisnowthedoctor.

SKILLDEVELOPMENT:EF:Mainlysupporting5concepts:1)Initiationofaplayscenariowiththepartneringchild.Thechildmustdevelop2)aPlanastohowtoproceedwiththeplayand,3)Inhibitthetendencytoactoutofcharacter,4)WorkingMemoryisrequiredtorememberwhatyourcharacterisandwhattodoasthatcharacter.Thepartnerinthescenarioisrequiredtorespondtothechildflexibly,thus5)Shiftingtheirresponsestokeeptheplaymovingsuccessfully.Additionally,3otherconceptsmaybeatworkinthisactivity.ThechildrenarerequiredtoMonitorspeechandactivitiesduringtheplayandassesshowthiscorrespondstotheplan.EmotionalControlispracticedwhilerelatingtotheplaypartnerappropriately-eveniftheoriginalplanisnotrespected.TheOrganizationofmaterialsisrequirediftheyareappropriatetotheplayscenarioandenhancestheplayactivity.EL:Supportingatleast2concepts:1)OralLanguage;Listeningcomprehensionforattendingandcomprehendingtheconversationoftheplaypartnerduringthegame,andExpressivevocabularyforrespondingtothepartnerwiththecharacteroftheroleplay,Receptive vocabulary is developed and necessary for isolating the words needed to understand what is being heard from the play partner. Narrative skills: may also be stimulated, as the child is required to reveal the “Play Plan”.



Week6ActivityforBBF CIRCLETIMEWITHLIPSANDEARS[5minutes]ActivityDescription:Childrenwillbehandedearstoremindthemselvestobegood“listeners”.Onechildwillbehandedapairoflipsandaskedtosharesomethingbrieflywiththeothers.Thiscouldbe,forexample,afavoritetoy,activity,orpersonorarecentevent.Theotherchildrenmustwaittheirturntoholdthelipspicturesotheycanshare.DIRECTIONS

1. Allchildrenshouldreceiveapicture:eitherearsorlips.2. Thechildwhoreceivedthelipsisaskedtobrieflysharewiththeotherssomething

ofpersonalinteresttothem.3. Allotherchildren(withpicturesofears)areaskedtorespectfullylistentothe“lips”

child.4. Allowseveralchildrentoexchangetheir“ears”forthe“lips”sotheycanhaveaturn

sharingwiththeothers.SKILLDEVELOPMENT:EF:Supportingthefollowingconcepts:1)Inhibitionofthenaturaltendencytospeakwhenitisnotthechild’sturntospeak,2)WorkingMemorytorememberthatthe“ear”pictureisareminderthatlisteningistheskillthattheyarelearningandpracticing.Forexample,inthecaseofthechildwiththe“lips”-theyareremindedthatitistheirtimetosharesomethingwiththeothers,3)Monitoringwhatothersaredoinginordertomaintainsuccess,andpracticingEmotionalControlrelatedtowaitingforaturntosharewiththeothers.EL:Supporting2concepts:1)Listeningcomprehensionforattendingtoandunderstandingthedirectionspriortothegameandduringthegame,and2)Expressivevocabularyforsharingwiththeothersaboutthedecidedtopic.Receptive vocabulary development is necessary for isolating and comprehending the words necessary to understand the message that is conveyed (what is being heard). Narrative skills develop when entertaining the other children with the shared story.



Week7ActivityforBBFSHAREDPROJECT[10minutes]ActivityDescription:Childrenwillworkinpairs.Theyareaskedtoworktogethertomakeapictureorotherformofconstructivecreation.DIRECTIONS

1. Inteamsoftwochildrenshouldbeencouragedtodefinewhattheprojectwillbeandwhowilldowhatasfarasthebuildingprocessgoes

2. Eachteamshouldnegotiatehowtheprojectwillproceedinanunstructuredmanner.Thismaybefacilitatedbyhavingonememberoftheteamchooseapieceofpaperorotherconstructionmaterialandtheothermemberchoosethecrayons,paints,orotherbuildingmaterialsthatcomplementthefirstchild’schoice

3. Theteamoftwowillhavetoengageinanegotiationtosuccessfulseetheircreationthroughtotheend.Apossibleadditionalchallengemaybetodecidewhowilltakethe“art”home.

SKILLDEVELOPMENT:EF:ThisactivitychallengesallaspectsofEF.Sixmainconceptscomeintoplay:1)Initiation,bothchildrenmustworktogethertoinitiatetheproject,2)childrenmustworktogethertodevelopaPlanastohowtoproceedwiththeprojectand,3)Inhibitionisrequiredtopreventnaturaltendenciesthatdisregardtheplan.4)BothchildrenengageinOrganizationofmaterialsappropriatetotheprojecttheyfeeltheyhavewhattheyneedtocompletetheirwork,and,5)WorkingMemoryisnecessaryforeachchildtocontinuouslyremembertheirrole,withrespecttoassemblingtheproject.6)OncetheprojectisfullyunderwaybothchildrenmustflexiblyShifttheiractivitiesinresponsetotheirteammember’sworkinordertoachievesuccessfulcompletionoftheproject.Additionally,7)thechildrenmustMonitorongoingactivitiesandverbalresponsesandassesshowthiscorrespondstotheplan.8)EmotionalControlispracticedinrelationtorespondingtotheplaypartnerappropriately-eveniftheoriginalplanisnotrespected.EL:Supportingfourconcepts:1)OralLanguage:Listeningcomprehensionforattendingtotheconversationoftheplaypartnerduringtheconstructionoftheproject,andboth2)Expressivevocabularyforclearlyexplainingthechild’sroleintheprojectandReceptive vocabulary development for isolating and comprehending the words to understand what is being heard from the play partner. Writing/drawing skills may be required for the project and this might occur with a variety of writing tools. Naming colors and shapes might be required to express the vision a child has for their shared project.



Week8ActivityforBBF WAITFORIT…[Timevarieswithrepetitionofthisactivity]ActivityDescription:Thefacilitatorpassesoutatastytreattothechildren.AllchildrenareaskedtorefrainfromeatingituntilthefacilitatorsaysitisOKtodoso.IFtheyareabletowaitfortheprescribedtimetoconsumethetreat,thechildgetsasecondtreat.Initially,thetimethechildisrequiredtowaitisshortbutasthechildrenbecomemorefamiliarwiththeactivitythefacilitatorshouldcontinuetoextendtheperiodoftimethechildmustwaittoenjoyasecond(bonus)treat.DIRECTIONS

1. Allchildrenaregivenasingletreatplacedinfrontthemwiththeexplicitdirectionsthattheyarenotallowedtoeattheirtreatuntilthefacilitatortellsthemotherwise.

2. Thechildisalsoinformedthatiftheyareabletowaitfortheapprovedtime,theywillbegivena“bonus”treattoconsume.

3. Thefacilitatorshouldbebusywithanotheractivity(i.e.notwatchingthechildren-sotheydonotfeelthattheiractivitywiththetreatisbeingmonitored)

4. Attheendoftheprescribedtime,ifthetreatisstillintact,thechildisgivenabonustreat.Ifithasbeenconsumedthechildrenshouldberemindedthatthenexttimethisgameisplayed,theymustwaitforthesignalfromthefacilitatorinordertoearnanextratreat

SKILLDEVELOPMENT:EF:ThisactivityworksmainlyonInhibition,ofthedesiretoeatthetreatimmediately.WorkingMemoryisrequiredforeachchildtorememberwhattheinstructionwasregardingwaitingforthetreat.ThechildmustMonitortheirbehavioraccordingtothefacilitatorsinstructions.EmotionalControlmayalsocomeintoplayifthechildeatsthetreatbeforetheprescribedtimebutstilldesiresanothertreat.EL:Supportinglisteningskills:OralLanguage:Listeningcomprehensionisnecessarytoattendtotheinstructionsprovidedbythefacilitator,aswellas,tolistenoftheconsequencesofeatingbeforetheprescribedtime.Receptive vocabulary development is necessary for isolating and comprehending the words necessary to understand what is being heard from the facilitator.



Week9ActivityforBBFDimensionalChangeCardSort(DCCS)ActivityDescription:Thefacilitatorintroducesacarddecktothechildrenthatcontainsacolordimensionandashapedimension.Thefacilitatorexplainstothechildrenthatthedeckhascardsthatcanbesortedor“classified”accordingtosomefeatureonthecard.Thefacilitatorworkswiththechildtohelpthemunderstandthetwopossiblemeansforsortingthecardsandeventuallyhowtoswitchfromonedimension(i.e.color)totheother(i.e.shape)andbackagaintotheoriginaldimension(ie.color).DIRECTIONS

1. Allchildrenaregivenadeckofcardstoworkwiththathaveacolordimensionandashapedimension.Theyareencouragedbythefacilitatortodescribehowtheymightsortthecards.Oncetheyhavesettledonadimensiontheyareallowedtosortthroughthedeck.

2. Oncethedeckissortedaccordingtoaparticulardimension,suchasshape,thefacilitatorencouragesthechildtothinkaboutanotherwaytheymightsortthedeck.Somechildrenmayspontaneouslyofferthesolution-theotherunuseddimension.Forotherchildren(especiallyyoungerchildren,thefacilitatormayhavetopointouttheotherdimension).Thechildshouldbeallowedtimetosortinthenewdimension.

3. Inthenextroundofsorting,thefacilitatorwillprimethechildwiththechallenge,“Iamthinkingofawayforyoutosortthesecards.CanyoushowmehowyouthinkImightlikeyoutosortthem?”Thistimethefacilitatorsaysnowhenthechildissortinginappropriatelyaftereachcardsortedandyeswhenthepreferreddimensionisfoundafterthecardhasbeensortedaccordingtothefacilitator’schosendimension.

4. Eventuallythechildwillunderstandthatthecardshavetwodimensionsandinordertofindthecorrectdimensiontheymustbewillingtoshifttheirstrategyratherthantoperseverateon(continueduseof)theformerstrategy.

SKILLDEVELOPMENT:EF:ThisactivityprimarilydevelopstheabilitytoShiftresponsesandisnecessarytodevelopflexibilityinthinking.Successforthistypeoftaskrequiresthechildtodevelopanabilitytoshifttheirsortingstrategy.ThisentailsInhibitionofthedesiretocontinuesortingcardsusingapreviouslysuccessfulstrategy,WorkingMemoryisdevelopedforeachchildtorememberwhattheinstructionwereregardingcardsorting,whichstrategywaspreviouslyused,andwhatthenewstrategyistoshiftto.ThechildmustMonitorhowtheirbehavioriscorrespondingtothefacilitatorsinstructions,Plan/organizethedeckofcardsintotheirappropriatestackaccordingtotheparadigmfollowed.EmotionalControlisdevelopedifthechildfailstounderstandthatshiftingstrategyisthekeytosuccessinthistaskandneedstomaintaincontrolofanyfrustrationsrequiredtolearnthetask.EL:Supportinglisteningskills:OralLanguage:Listeningcomprehensionisrequiredtoattendtotheinstructionsprovidedbythefacilitatorregardingthecarddeckandthechallengespresentedinthesortingtask.Receptive vocabulary development is necessary for isolating and comprehending the words necessary to understand what is being heard (the message) from the facilitator. Rapid naming of colors and objects are both required for successful completion of the task. Narrative skills development will help children describe their thought processes in determining how they are going to successful achieve the card sorting.



Week10ActivityforBBFRightisRight!(…Usually)ActivityDescription:ThefacilitatorintroducesDuplo®blocksonatablesurfacedirectlyinfrontofthechild.Thetabletopisroughlydividedintoleftandrightandthesameblocksareplacedonbothsidesofthetable.Thefacilitatorexplainstothechildrenthattheobjectofthisactivityistobuildamodel(comprisedoftheDuplo®blockspresentedononehalfofthetable).Thepurposeofthisactivityistwofold:1)toidentifyifthechilddemonstratesahandpreferencewhilepickingupblocksand2)ifthechildappearstoexhibitarighthandpreference,encouragethechildtousetherighthandmorewhilstpickinguptheblockstoconstructthemodel.(Caution:somelefthandedchildrenmayexhibitapreferenceforpickinguptheblockswiththeirlefthand.Ifthisissothentheyshouldbeencouragedtousetheirpreferredlefthandmore)DIRECTIONS

1. AllchildrenaregivenaccesstothesameDuplo®blocksdistributedontheleftandrightsideofthetable.Alloftheblocksrepresentedonhalfofthetablearerequiredtobuildthemodel.

2. Theprebuiltmodelisplaceddirectlyinfrontofthechild.3. Thefacilitatorwatcheshowthechildpicksuptheblocksinanattempttorecreate

themodel(i.e.whichhandisused).IFthemodelisnotbuilttruetothemodelthisisnotafailureonthepartofthechildbutthedifferencesintheirmodelandtheprebuiltoneshouldbediscussedandexplored.

4. Thefacilitatorshouldencouragethechildtotrytousetheirpreferredhandmoreforfindingthedesiredblockstobuildthemodel(regardlessofwheretheblocksarefoundonthetable)

SKILLDEVELOPMENT:EF:ThisactivityprimarilyengagesPlanning/organizingskillsasthechildattemptstorecreatethedisplayedmodel.Organizationofmaterialsisnecessarywhenthechildneedstoidentifywhichblocks,andinwhichorder,theblocksarerequiredtobeselectedandassembled.WorkingMemoryisnecessaryforeachchildtorememberthecorrectblocks,wheretheycanbefound,aswellas,rememberingthepurposeoftheactivity.Additionally,thechildmustMonitorhowtheirassemblyoftheblocksiscontributingtowardsachievingthedesiredgoalofreplicatingthemodel-butthisshouldnotbethefocusoftheactivityinitially.Eventuallythiselementcanbehighlighted.EL:Supportinglisteningskills:OralLanguage:Listeningcomprehensionforattendingtotheinstructionsprovidedbythefacilitatorregardingtheblocksandtheassemblyofthemodel,Receptive vocabulary development is necessary for isolating and comprehending the words necessary to understand what is being heard (the message) from the facilitator. Rapid naming and understanding of colors will be required for successful completion of the task.



Emotional Charades

DIRECTIONS 1. Introduce the pictures depicting an emotion using the Emotional Charades Card Deck. 2. Invite the children to name the emotion displayed in the picture in each of the cards. 3. Mix the cards up into a different order and have the children suggest names for the facial

expression again. 4. Ask the children to try to come up with another emotion that could describe what is

displayed in the pictures. After the cards have been displayed at least twice, alter the activity by having the children physically demonstrate the emotion displayed on the cards. Encourage the children to use facial features and upper body movements. For younger children:

• Play peek-a-boo by sliding your hand over your face and show an exaggerated facial expression when you drop your hand for the child to see [eg. happy, sad, angry, upset etc.] and tell the child what emotion you are showing them. It is important to pair the face and word over and over again.

• Point out the facial expression of characters in stories, movies, etc. to your youngster and explain what feeling that character is demonstrating based on its expression. You may want to pair that short description with a comment regarding why you think it is that emotion.

For older children:

• Create emotion cards with the emotions, or “feelings” word recorded below or on the back to reinforce the description with the emotion displayed.

• Have the children create emoticons from words that you suggest or locate in their favorite stories. [eg. horrified; what would horrified look like?].

• Discuss how the children could recognize the emotions in themselves, or perhaps with another person. What would they have to pay attention to?

• Practice recognizing various emotions by observing and talking about characters in the media [eg. movies, magazines, advertisements].

• Print off the emotional charades PowerPoint presentation (www.buildingbrains.me) and spend time discussing the differences between the emotions. Your child may enjoy creating oral stories of how each character might experience each of the emotions or “feelings” displayed.

BUILDING BRAINS AND FUTURES

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