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Picture Smart (Visual/Spatial)

People Smart (Interpersonal)

Body Smart (Kinesthetic)

Word Smart (Verbal/Linguistic)

Self Smart (Intrapersonal)

Sound Smart (Musical)

Nature Smart (Naturalist)

Number Smart (Logical/Mathematical)

Based on the work of Howard Gardner

Multiple Intelligences TheoryMultiple Intelligences Theory

Better verbalization

Richer vocabulary

Higher language comprehension

Higher language

level

Better problem-

solving strategies

More curiosity

More group activity

Better peer

cooperation

Better control of

impulsive actions

Better prediction of

others’ preferences

and desires

Better emotional and

social adjustment

More innovation

More imaginativeness

Longer attention span

Eagerness &

Curiosity

Persistence

Creativity & Inventiveness

Planning &

Reflection

Self-Concept

Self-Control

Interactions with Others

Social Problem

Solving

ConversationVocabulary

Listening

Grammar

Emergent Literacy

Pattern Relationships

& Functions

Mathematical

Processes

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We use ‘play’ to describe what children and young people do when they follow their own ideas and interests in their own way and for their own reasons, balancing fun with a sense of respect for themselves and others

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�� Children's play has an image

problem. � People think Play LOOKS LIKE a

waste of time, because it is not goal directed. And we adults are goal- directed.

� So we trivialize kids' play. � It gets in the way of other things on

the way to achievement;� Play turns out to be critical,

neurologically.� This is the great hidden secret

of play… Play fosters maturation of the brain that allow kids to exert control over attention, to regulate emotions, and to control behavior.

� Contrary to the widely held belief that only intellectual activities build a sharp brain, it is play that promotes cognitive development

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Brain Weight(gm) Species

6,000 Elephant

1,300-1,400Adult Human

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10 Rabbit

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DendritesNucleus

Axon

Electrical signal

Neurotransmitter chemical contained in vesicles

Synapse

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�� The brain is comprised The brain is comprised

of four areas:of four areas:

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The top graph on the left shows the brain weights of males and females at different ages. The bottom graph shows the brain weight to total body weight ratio (expressed as a percentage). The adult brain makes up about 2% of the total body weight. (Data from Dekaban, A.S. and Sadowsky, D., Changes in brain weights during the span of human life: relation of brain weights to body heights and body weights, Ann. Neurology, 4:345-356, 1978)

Average brain weights at different times of development: AGE BRAIN WEIGHT

(grams) 20 weeks of gestation 100 Birth 400 18 months old 800 3 years old 1100 Adult 1300-1400

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Recent functional neuroimaging findings of dyslexia in alphabetic languages

Paulseu et al. (1996)

Brunswick et al. (1999)

Rumsey et al. (1997)

Horwitz et al. (1998)

Shaywitz et al. (1998)

Flower et al. (1991)

Rumsey et al. (1992)

Temple et al. (2001)

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These images illustrate the negative impact of neglect on the developing brain. In the CT scan on the left is an image from a healthy three year old with an average head size. The image on the right is from a three year old child suffering from severe sensory-deprivation neglect. This child’s brain is significantly smaller than average and has abnormal development of cortex.

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B Hart & T Risley Meaningful Differences in Everyday

Experiences of Young American Children 1995

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the first brain regions to mature are those used to process movement and the fivesenses. Areas dedicated to spatial organizationspatial organization and languagelanguage follow, with regions associated with reasoning and other so-called executive functions maturing last. The mapping further revealed that unnecessary neuronal connections get pruned over the years. The authors suggest that alterations to the degree or timing of the basic pattern of maturation could underlie disorders such as autism or childhood-onset schizophrenia.

MRI Movie Maps Brain Development MRI Movie Maps Brain Development MRI Movie Maps Brain Development

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� The traditional nature versus nurture debate is simplistic and scientifically obsolete

� Environmental influences clearly affect brain development, beginning well before birth and continuing long into adulthood

� Early intervention programs can improve the odds for vulnerable children, but those that work are rarely simple, inexpensive, or easy to implement

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��$�� !� How young children feel

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� Healthy early development depends on nurturing and dependable relationships

� Culture influences all aspects of early development through child-rearing beliefs and practices

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“advanced” brain development in early childhood

� Substantial scientific evidence

indicates that poor nutrition, specific infections, environmental neurotoxins, drug exposures, and chronic stress can harm the developing brain

� Significant parent mental health problems, substance abuse, and family violence impose heavy developmental burdens on young children

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� To help their intellectual development they need a safe and stimulating environment where they can play, learn and explore.

� They need encouragement and guidance from adults.

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� The more words a child hears by age two, the larger his/her vocabulary will grow.

� Research indicates that toddlers taught simple math ideas, like bigger or smaller, and more or less, do better in math when they are older.

� Early music lessons help develop skills which later improve a child’s ability to think things through and make decisions.

� The brain continues to develop and mature in many areas, but patterns of behaviour and emotional response set in the early years are very difficult to change or make up for in other ways.

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� We must provide appropriate

play activities and experiences for all children.

� We must provide safe and

inviting environments for all children.

� We must provide appropriate,

planned outdoor play environments.

� We must provide for carefully

planned curricula for all populations of children.

� We must assume responsible

parent/teacher roles.

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$�� !"#� Optimize brain functions by providing rich

experiences that include a variety of learning materials, feedback, appropriate levels of challenge, and enough time to process information

� Rethink and transform the nature of relationships and communication between adults and children

� Make play a fundamental part of every school curriculum

� Recognize, respect, and accept play in all its variations as worthwhile and valuable

� Balance work and play to ensure that children reap the benefits of intrinsic motivation and experience sheer joy in their endeavors

� Balance encouragement and opportunity to fulf ill children's natural tendency and need to play; children w ill f ind the means to play if the environment affords an opportunity to do so

� Create a climate of acceptance by respecting children's play choices, recognizing the cultural context in which play occurs, and providing many play options.

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2002Sensible risk management is not about creating a totallyrisk free society. (HSE, 2006)

Most parents accept that

their children need to learn about different types of risk and challenge as they grow

up.

121

Risk-benefit analysis means

that the provider weighs, with equal

consideration, the duty to protect children

from avoidableserious harm and the duty to

provide them with stimulating,adventurous play

opportunities

122

123

125

Thank you

127

*��1. Play: essential for all children. A position

paper of the Association for Childhood Education International 2004

2. The importance of Play in promoting healthy child development and maintaining strong parent-child bonds. American Academy of

Pediatrics. 2007

3. The Science of Early Childhood Development

2007

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%&'()*+,-%&'()*+,-%&'()*+,-%&'()*+,-%&'()*+,-%&'()*+,-%&'()*+,-%&'()*+,-UE Study and its Edutainment ApplicationUE Study and its Edutainment Application

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BY IMITATING OTHERS, CHILDREN CAN LEARN TO UNDERSTAND FEARS AND FANTASIES.

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HE OUTCOME OF POSITIVE DISCIPLINE IS A SELF-CONTROLLED, HAPPY INDIVIDUAL.

ELF-CONTROL IMPACTS SUCCESS IN SCHOOL

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�The interaction between experience and brain activity helps the brain develop

�The more a child plays, the more the brain’s functions will improve and expand

�Toys that are appropriate to a child’s developmental stage and abilities help ensure frequent successes, building brain function as well as self esteem.

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�Researchers have found a direct link between brain function and the rising stress level caused by a lack of success during play and other activities. As a child’s frustraton or stress level rises, the level of the hormone cortisol in the brain also increases, slowing the activity in the hippocampus, which handles memory functions.

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Multi-sensory experiences help children develop knowledge.

Experience is the architectExperience is the architect

of the brain.of the brain.

Dr. Pam Schiller, Early ChildhoodDr. Pam Schiller, Early ChildhoodAssociation of Florida keynoteAssociation of Florida keynote

address, 2001; Montessori, 1964;address, 2001; Montessori, 1964;[email protected]@aol.com

Better verbalization

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impulsive actions

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others’ preferences

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social adjustment

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143 144

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Core Concepts of Development

Human development is shaped by a dynamic and continuous interactionbetween biology and experience. !"#$%&'()*+,-./0.12345678Culture influences every aspect of human development and is reflected in childrearing beliefs and practices designed to promote healthy adaptation. 9:;<)=>?@AB756CDEF723GThe growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior.HIJK756$:L567MNChildren are active participants in their own development, reflecting the intrinsic human drive to explore and master one‘s environment. !"#$%&'()*+,-./012Human relationship‘s and the effect of relationships on relationships, are the building blocks of healthy human development. 3-345)6789$:;<=)>?2

� The broad range of individual differences among children often makes it difficult to distinguish typical variations and maturational delays from transient disorders and persistent impairments.

� The development of young children unfolds along individual development pathways whose trajectories are characterized by continuities and discontinuities, as well as by a series of significant transitions.

� The development of young children is shaped by the ongoing interplay among sources of vulnerability and sources of resilience.

� The timing of early experiences can matter, but, more often than not, the developing child remains vulnerable to risks and open to protective influences throughout the early years of life and into adulthood.

� The course of development can be altered in early childhood effective interventions that change the balance between risk and protection, thereby shifting the odds in favor of more adaptive outcomes.

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� The traditional nature versus nurture debate is simplistic and scientifically obsolete

� Environmental influences clearly affect brain development, beginning well before birth and continuing long into adulthood

� Early intervention programs can improve the odds for vulnerable children, but those that work are rarely simple, inexpensive, or easy to implement

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is as important as how they think, particularly with regard to their readiness for school

� Healthy early development depends on nurturing and dependable relationships

� Culture influences all aspects of early development through child-rearing beliefs and practices

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that special “stimulation” activities, above and beyond normal growth-promoting experiences, lead to

“advanced” brain development in early childhood

� Substantial scientific evidence

indicates that poor nutrition, specific infections, environmental neurotoxins, drug exposures, and chronic stress can harm the developing brain

� Significant parent mental health problems, substance abuse, and family violence impose heavy developmental burdens on young children

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service delivery

� Quality of program implementation Provider knowledge, skills, and relationship with the family

� Family-centered, community-based, coordinated orientation Timing, intensity, and duration of intervention

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� Increasing access and participation

� Ensuring greater quality control Defining and achieving cultural competence

� Identifying and responding to the special needs of distinctive subgroups

� Influencing and assessing the impacts of post-intervention environments

� Reducing fragmentation and strengthening the service infrastructure

� Assessing costs and making choices among early childhood investments

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� To encourage children’s best development, we need to understand the various ways they grow.

� Children‘s physical development includes learning large muscle skills like jumping and running, and small muscle skills like cutting and pasting.

� Intellectual development involves children‘s increasing ability to think and solve problems

� Emotional development is about learning to experience, identify, express and control feelings.

� Social development means learning how to relate to others

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healthy physical start, enough to eat, and warmth and affection.

� To help their intellectual development they need a safe and stimulating environment where they can play, learn and explore.

� They need encouragement and guidance from adults.

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� The earlier children experience good care, the longer their developmental gains last.

� Early childhood experiences have powerful effects on the development of children‘s physical and emotional abilities and influence their abilities in math, logic, language and music. New research indicates that infant brain development during the first years of life depends on that infant’s environmental experience.

� The brain develops according to the quantity and quality of the stimuli it receives Daily exercise increases nerve connections in the brain. This makes it easier for children to learn.

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� The more words a child hears by age two, the larger his/her vocabulary will grow.

� Research indicates that toddlers taught simple math ideas, like bigger or smaller, and more or less, do better in math when they are older.

� Early music lessons help develop skills which later improve a child’s ability to think things through and make decisions.

� The brain continues to develop and mature in many areas, but patterns of behaviour and emotional response set in the early years are very difficult to change or make up for in other ways.

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� Sensitive parenting—not educational toys or Mozart CDs— provides the essential catalysts for early intellectual growth.

� Language enables children to put their developing ideas and concepts into words they can share with others, and language revolutionizes thought by giving children access to the concepts, ideas, and values of other people.

� Nothing focuses a young child’s attention on what other people are thinking or feeling more than the realization that a conflict must be resolved

� The irreducible core of the environment during early development is people

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balance the focus on cognition and literacy skills with comparable attention to the emotional and social development of all children, including those with special needs

� Greater commitments must be made to address significant developmental disabilities, including serious mental health problems, in young children by establishing clear linkages among primary health care, early education programs, and early childhood intervention services

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� High quality child care and early childhood education can improve children’s chances for success in later life.

� The care that children receive in the early years influences whether or not they will succeed when they begin school.

� Children who do not get good care when their parents are not available have decreased language and social skills.

� Readiness to learn in kindergarten is the best indicator that children will do well in school. The care that children receive helps them to: � understand and use language !"#$%&� control aggression '()*� play and work with other children +,-.� accept adult direction /012� focus attention and do things independently. 3456789:;

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� The social and learning skills children need for success in school and work begin to develop in early childhood

� Several studies show that good pre-school programs can improve how children do in school, especially children who face such disadvantages as poverty, poor housing and food, parents with mental illness or other problems.

� Good early child care can reduce later anti-social behaviour, delinquency and crime. Recent research links trouble-making behaviour in young boys with later anti-social behaviour. It has found that good early education programs have a strong, long-term impact on decreasing anti-social behaviour in teenage boys.

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childhood care and education programs far exceed their cost.

� A four year Swedish study found that children entering daycare at an early age did a number of important learning and social tasks significantly better than children who were older when they started daycare.

� Money spent on Head Start early education programs in the United States has decreased the need for spending on special education, welfare, teen pregnancy, delinquency and crime.

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Documents

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