Early brain development
- 1. Early Brain Development and Early Years Practice What’s the Connection?
- 2. LEARNING OUTCOMES: By the end of this workshop, you should be able to: 1. Identify at least three key aspects of early brain development 2. Show understanding of the connection between early brain development and delivery of quality child care 3. To think of at least one action you will implement in your practice, as a result of this workshop
- 3. FROM NOT SO HUMBLE BEGINNINGS…
- 5. Ensuring that the brain achieves its optimum development and nurturing during this peak period of growth is therefore vitally important, and enables babies to achieve the best start in life. From birth to age 18 months, connections in the brain are created at a rate of one million per second! The earliest experiences shape a baby’s brain development, and have a lifelong impact on that baby’s mental and emotional health. TAKEN FROM (AND USE MORE OF) http://www.wavetrust.org/sites/default/files/reports/1001%20Critical%20Days%20- %20The%20Importance%20of%20the%20Conception%20to%20Age%20Two%20Period%20Refreshed_0. pdf
- 6. KNOW YOUR NEURONS… Neurons: Brain cells which carry messages through an electrochemical process. Neurons work together to help us make sense of what’s going on around us, to help us plan what we’re going to do and – everything else Synapses: The tiny spaces/networks between neurons Synaptic pruning: the elimination of synaptic connections over the course of human development, specifically shortly after birth and during adolescence. Pruning is critical to brain growth and learning
- 7. WHAT’S ALL THE FUSS? Source: Corel, J.L. (1975) The postnatal development of the human cerebral cortex. Cambridge, MA: Harvard University Press.
- 8. THE YOUNG BRAIN IN TROUBLE https://www.youtube.com/watch?v=HguwWGoQ -rQ (53 secs) What are the most salient points for you from this clip?
- 9. LINKING THE PIECES WHAT DO THE 3 B’S LOOK LIKE IN PRACTICE? Brain Bonding Behaviour 1. What are the likely behaviours of a securely attached infant? 2. How should the adult respond to nurture learning and development? 3. What are the likely behaviours of an insecurely attached infant? 4. How should the adult respond to nurture learning and development? 5. Feedback…
- 10. PEER DISCUSSION AND FEEDBACK Knowing about In practice looks like… Brain plasticity Synaptic pruning Sensitive periods Neuroscience informed attachment Mirror neurons How can knowledge concerning the five key tenets of neuroscience and early years care and education help to inform DAILY PRACTICE with young children?
- 11. THE DEVELOPING BRAIN: PUTTING KNOWLEDGE INTO QUALITY PRACTICE Be an emotional container for children when they cannot manage their emotions = Raised cortisol levels during stress = impeded learning! Be a safe base from which the child can develop confidence, independence and mastery of skills Engage in sustained shared thinking – show genuine interest, ask open ended questions, reflect with the children, support and challenge children’s thinking Scaffold each child’s learning – and know when to remove your support Identify where a child is at AND help move them on (ZAD and ZPD) Use the EYFS to plan and provide learning experiences in line with children’s stage of cognitive development Consider children’s emotional state and how this can impact on their ability to learn
- 12. TAKE AWAY TIME! With the person beside you, discuss one action you will implement in your practice, as a result of this workshop. Write your action on the post-it note. Feedback!
- 13. REFERENCES Conkbayir, M. and Pascal, C. (2014) Early Childhood Theories and Contemporary Issues. London: Bloomsbury. Conkbayir, M. (to be published in 2016) Early Childhood and Neuroscience: Theory, Research and Implications for Practice. London: Bloomsbury. Howard-Jones, P., Pickering, S. and Diack, A. (2007) Perceptions of the role of neuroscience in education. London: Crown copyright 2007. Oates, J., Karmiloff-Smith, A. and Johnson, M. H. (2012) Early Childhood in Focus 7: Developing Brains. Milton Keynes: Open University. Young Brains (2003) Research Report Number 444. London: Department for Education and Skills. http://www.practicalpreschoolbooks.com/content/site120/basics/1303projapproac_00000000894.p df = A good introduction to sustained shared thinking
- 14. THANK YOU FOR LISTENING Mine Conkbayir Find me on LinkedIn Mine.conkbayir@westherts.ac.uk