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100 Resources To Build The Brain Through Play

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Information about 100 Resources To Build The Brain Through Play
Education

Published on January 20, 2014

Author: LynneKenney

Source: slideshare.net

Description

Dr. Lynne's 2014 Workshop on Play: It's more than therapy. We explore the neurocognitive underpinnings of play with an emphasis on brain development ages 2-12.
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Play: It’s more than therapy 2014 Lynne Kenney, PsyD www.lynnekenney.com @drlynnekenney

Learning the neurocognitive underpinnings of Play

Where we will travel today  Learn why and how play therapy works in light of current neuroscience research  Explore how play therapy improves executive function  Apply brain research to play therapy techniques  Review clinical decision making, goal setting, diagnostic considerations and justification for play therapy treatment  Review short-term play therapy techniques to maximize behavior change  Clarify the roles of nutrition, sleep, OT, medication and respite in play therapy  Explore why and how to engage the family for long-term success

What Is Play Activities that are freely chosen and self-directed arising from intrinsic motivation.

Elements of Play  Play is self-chosen and self-directed  Play is activity in which means are more valued than ends  Play has structure, or rules, which are not dictated by physical necessity but emanate from the minds of the players  Play is imaginative, non-literal, mentally removed in some way from ―real‖ or ―serious‖ life  Play involves an active, alert, but non-stressed frame of mind. Dr. Peter Gray in Free to Learn

Play Is Evolutionarily Driven         The play-as-preparation hypothesis Training for the unexpected Relaxation Developing neuronal connections Self-control and constraint Learning social rules Forming alliances Practicing needed skill sets for success and survival

Stuart Brown's TED Talk- Play is fundamental

Purpose of Play ~ Theory     New York Times Magazine ROBIN MARANTZ HENIG February 17, 2008 www.nytimes.com/2008/02/17/magazine/17play.html

Patterns Are Innate     A pattern is consistent repetition What does a pattern look like? What might a pattern sound like? Why patterns are important for brain development.

Shape Color Sound

Cognitive Recognition

Inhibition + Cognition

Cognitive Inhibition

Patterns in Play  Attunement  Body or movement play  Object (trucks, dolls)  What non-directive play looks & sounds like  Social  Imaginary or pretend  Story telling and narrative  I knew a person who (message), Chief up & Down (build rituals), Green Eggs & Ham (rhyme and rhythm)  Creative

Leong, Jan 2012 Young Children NAEYC

Play is growing, learning and connecting.

How Critical is Play?  Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth (AAP ~ Ginsburg, January 2007, p. 182).  Play is so important to children’s development that the United Nations High Commission for Human Rights (1989) recognizes it as a basic right of every child.

Why Play? Build the brain Become a successful social animal Build creativity and imagination Intrapersonal, interpersonal and developmental growth  Learn to think and problem solve  Learn shapes, size, letters, numbers  Learn narrative language    

From Neurons To Neighborhoods  Human development is shaped by a dynamic and continuous interaction between biology and experience.  Culture influences every aspect of human development and is reflected in childrearing beliefs and practices designed to promote healthy adaptation.  The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior. National Academy Press, 2000

www.allianceforchildhood.org

Play is Brain Development  Emergent literacy and math skills  Scribbling, shape formation, letter formation, number concepts  Narrative story telling, verbalizing, organization, vocabulary  Self-regulation  Managing intensity, identifying & managing energy states  Problem Solving & Decision Making

What’s In The Way of Play        Age progression of academic standards Belief in didactic literacy and math Doubling the burden Larger class size Smaller budgets Curriculum drivers Failure to note that movement improves brain function above all else

Goodbye PE  From 1991 to 2003, % of high-school students enrolled in daily PE classes in America plummeted, from 42 percent to 28 percent.  50% of America’s youth meet the current evidence-based guideline ~ at least 60 minutes of vigorous or moderate-intensity physical activity daily. Source: HHS

Hope For Play        Playborhoods Cul de Sac Kids Brain Breaks Movement Morsels Role of Exercise in Cognition Emphasis on Nutrition Play Ambassadors

Parents wish to Learn How to PLAY with their children

Cash Rich Time Poor  In a 2009 IKEA study 45% of parents internationally felt they wished they had more time to play with their children.  What does playing with your children mean?  What can you do?

Introduce ―Being Present‖

Woolfson

The Space Between N E E D B E H A V I O R I M P U L S E Practice, relating, skill sets

My Very Own School

At Home Play Schedules  Free play (blocks, trains, cars, dolls)  Circle Time  Story-Time  Small manipulatives  Writing-Time  Snack  Math  Art        Puzzles Lunch Time Reading-Time Cutting Playdoh Sensory Play Outdoor Play

Simple Play Tips        Organize your enrichment materials Make time to play throughout the day Play indoors and outdoors Watch and listen, no need to direct Repeat back what you hear Stay with the theme ―I see that‖ ―I hear that‖ ―I wonder about‖

Organization         Bookcases Bookshelves Cubbies Hanging Organizers Plastic boxes, labeled Stackable Shelves Storage Bench Toy Bins

Activities  Action Figures  Age appropriate videos  Arts and crafts  Board Games  Books  Building sets  Coloring Books  Dolls  Music  Musical Instruments  Party Supplies  Pretend Play/ Dress Up  Puzzles  Sporting Goods  Stuff Animals  Trains/Automobiles

Play and Language Tips        Slow down Be Present Get at eye level Experience floor level Listen with your eyes Elaborate only when needed Experience silence www.playingwithwords365.com

Get Outside

Gill Connell & Cheryl McCarthy

A Moving Child  A Moving Child Is a Learning Child All learning begins with the body. It has to. Itʼs our point of reference— our own personal, portable True North, so to speak. And for children, itʼs even more because the body is the brainʼs first teacher.  And the lesson plan is movement.

A Few Novel Sites www.playingwithwords365.com www.growingajeweledrose.com www.teachpreschool.org www.teacherspayteachers.com www.aahperd.org/headstartbodystart /activityresources  www.pinterest.com/kidlutions  www.brightring.com     

Five characteristics of inviting neighborhood hangouts Fun Variety ~ Features should appeal to children of diverse ages. The Lanza family yard includes a sandbox, fountain, message board, playhouse, and trampoline. Comfort Accessibility Visibility Critical mass

The Rich History Of Play Therapy  Melanie Klein, Anna Freud  Handbook of Play Therapy, Charles Schaefer  Play Therapy, Virginia Axline  Parent–Child Interaction Therapy (PCIT) Sheila Eyberg  Child Centered Play Therapy, Garry Landreth  Liana Lowenstein  Eliana Gil

Wendy Young ~ Kidlutions.com

Types of Brain-Based Play            Unoccupied (0-3 months) Solitary (3-18 months) Onlooker (toddlers) Parallel (toddler – 3 years) Functional Associative (learning social rules) Social (interactive) Constructive (creating, building) Expressive Pretend Cooperative

Play Skills           Pretend/imagine Role play Parallel play Interactive play Self-directed play Other-directed play Maintaining engagement for x amount of time Introducing themes Responding to another in play (other initiated) Repetitive play ~ shifting themes and content

Practical Considerations  Referral source  Initial contact (The sound is the message)  Suitability (Client and clinician characteristics, fees, length of treatment)  Referrals after assessment  Developmental, behavioral, learning and medical issues  Psych-education for care providers  Team Work

Short-Term Work ~ I  Take a thorough history for an optimal starting position  Conduct an assessment  Components of Play Assessment         Entry into the space Reading the landscape Initiating, maintaining and ending play Choice of materials Use of objects Boundaries Interpersonal relating Sense of self

Short-Term Work ~ II  Be mindful of parents/client/school goals  Review skill-set domains for goal setting  Develop clear, concise, measurable goals  Document what you did and why you did it with a camera watching  Comment on neurocognitive skills when appropriate  When you wrap it up, tie a bow on it

Play Therapy Experience Experience safety and trust You are a person worthy of respect Organize life experiences Metabolize emotions Explore dependence and independence  Learn new skills (cognitive, limbic, motor)     

The Relationship Is respectful Is reflective Is understanding Is in the present Is in the moment Is safe Directs only when needed What’s your name and how are you feeling? What is your plan to have a good day? I plan to ….

Sand Tray Exploration       Description of the process Miniature choice Unconscious background Self-directed exploration Narration Meaning  www.childtherapytoys.com  www.goodtherapy.org  www.creativecounseling101.com

Neural Connections

To Build Neurons You Need       Whole Real Food Omega-3’s and fatty acids Amino acids Water Exercise or movement Exposure to life experience

7 Senses  Tactile or Somatosensory System - sense of touch  Visual System - sense of sight  Auditory System - sense of hearing  Gustatory System - sense of taste  Olfactory System - sense of smell  Vestibular System - sense of balance  Proprioception System - sense of body position

Sensational Play What’s in the bag? Seasonal Sand Tray Do you hear what I hear? Little skittle

www.urbanchildinstitute.org Source: Corel, JL. The postnatal development of the human cerebral cortex. Cambridge, MA: Harvard University Press; 1975

Building A Brain  The newborn brain adds neurons over the first few years of life and grows at an amazing rate. It doubles in size in the first year, and by age three it reaches 80 percent of its adult volume.This growth is due mostly to neuron growth and new synapses being made.  Connections are formed at a faster rate during these years than at any other time.  By age three, the brain has up to twice as many connections as it will have in adulthood.

The Brain Has Priorities  Move to learn  Connect what is used  Prune to be efficient

Pruning  In a human fetus, almost a trillion neurons are produced. During the last month, they are produced at the unbelievable rate of 250,000 per second. Eighty-to-hundred billion of these neurons will be utilized by experience and become permanent, while the other 900 billion will be pruned – that is, carefully dismantled with the material recycled by the brain’s unique immune system. jonlieffmd.com

Source: www.urbanchildinstitute.org C.A. Nelson, in Neurons to Neighborhoods, 2000

Brain Facts  100,000,000,000 (100 billion) neurons  Neurons multiply at a rate 250,000 neurons/minute during early pregnancy  The total surface area of the cerebral cortex (gray matter folds) is about 2.5 ft2  There are 1,000 to 10,000 synapses for a "typical" neuron, 100 trillion in all

Grey and White  The CNS has two kinds of tissue: grey matter and white matter, Grey matter, which has a pinkish-grey color in the living brain, contains the cell bodies, dendrites and axon terminals of neurons, so it is where all synapses are. White matter is made of axons connecting different parts of grey matter to each other.

Connections  Neurons can connect with up to a hundred thousand other cells. This number of connections is a truly enormous number: 10 thousand trillion.  One neuron can have as many as 100,000 dendrites.  In a human, there are more than 100 trillion synapses just in the cerebral cortex alone

How do Neurons Connect? The electrical signals (nerve impulses) carried by neurons are passed on to other neurons at junctions called synapses. The signal may be directly transferred at electrical synapses or, if there is no physical link between adjacent neurons, the signal is carried across the gap by chemicals called neurotransmitters. By using neurotransmitters, the nervous system can alter the way a message is passed on. Each neuron communicates with many others and this contributes to the amazing complexity of the brain. www.sciencemuseum.org.uk

What is The Synapse?  When a nerve impulse reaches the synapse at the end of a neuron, it cannot pass directly to the next one. Instead, it triggers the neuron to release a chemical neurotransmitter. The neurotransmitter drifts across the gap between the two neurons. On reaching the other side, it fits into a tailor-made receptor on the surface of the target neuron, like a key in a lock. This docking process converts the chemical signal back into an electrical nerve impulse. www.sciencemuseum.org.uk

Your Brain is Like A Placemat  Insulted? Don’t be.  A placemat is a good thing.  Connect the dots.

Neurotransmitters  Your brain uses over 50 different neurotransmitter chemicals. Although electrical signaling between neurons is quicker and more energy efficient, chemical signaling is far more versatile. The signals carried by some neurotransmitters excite the target cell while others dampen down their activity, depending on the type of neurotransmitter released at the synapse and the receptors they reach. This is what sharpens the contrast between light and dark in the eye, for example. www.sciencemuseum.org.uk

How Do We Build Brain Connections?  Exposure  Experience  Doing, thinking, mirroring  Practice ~ and a lot of it www.unc.edu

Optimal Brain Wiring Receives good daily nutrition Enjoys a variety of positive experiences Has a rich language environment Is provided with adequate amounts of sleep Lives with routines and predictability Has opportunities to develop relationships with nurturing caring adults and other children Learns through lots of time to play and explore Deborah McNelisbraininsights.blogspot.com

We Learn Through Play        Planning Decision making Problem solving Inhibition Cognitive Flexibility Attention/Focus/Shift Creativity/Imagination

EF Domains         Attention, focus, distractibility Cognitive control, shift and flexibility Memory, input, manipulation, output Emotional regulation and modulation Problem solving, decision making Impulse control and management Organization, planning, and time management Motor management planning, pacing, initiation, maintaining, stopping

Cognitive Domains  Cognitive        Attention Distraction Focus Shift Rumination Perseveration Hopeful thinking Optimism Negativity Resistance

Thinking Skill Domains         Organization Planning Systems and methods Initiation, execution, review Attention to detail Finding the data Problem solving Explaining one’s answer

Self-Regulation Domains Perception ~ sensory Recognizing internal energy state Recognizing escalation or de-escalation Initiating, maintaining and changing energy  Labeling, naming or expressing a feeling  Utilizing calming skills    

Movement and Attention ~ Games The Floating Arm Ping & Pong Let’s Freak-Out

Attention  Selective AttentionThe ability to remain focused and on task while being subjected to related and unrelated sensory input (distractions).  Sustained AttentionThe ability to remain focused and on task, and the amount of time we can focus.  Divided AttentionThe ability to remember information while performing a mental operation and attending to two things at once (multi-tasking). Source learningrx

Processing Speed  Speed of Processing Theory: the interference occurs because words are read faster than colors are named.  Selective Attention Theory: the interference occurs because naming colors requires more attention than reading words.

Memory       Whole brain activity Hippocampus Saliency Novelty Test twice Mental pictures

Improving Memory  Pay attention  Chunk  Visualize and associate  Automaticity  Move to Think  Layer cognition on movement patterns  Play thinking games  Add rhythm and timing

Problem Solving ~ Understanding  Can you state the problem in your own words?  What are you trying to find or do?  Read the data, environment or clues  What is working or not working?  What do you know?  What don’t you know?

Problem Solving ~ Plan and execute        Read the landscape Know where you need to end up Make a plan on how to get there Look for patterns Solve what you do know first Guess then test Review and revise

EF and Behavioral Change         Visualizing and verbalizing Role Play Social Stories The Beginning, Middle & End Going Full Circle See, say, play, touch, build Mentoring others Motor movement

Generalizing  Does the intervention generalize?  What do you measure?  How do you know?  Sustainable change

Creativity  Play with abandon. A constant focus on work without play dulls creativity.  Draw, doodle, sculpt, paint  Use a visual inspiration  Make the time  Create opportunity

Creative Play  The Ruby Books  Ladybugs & Lollipops  Who’s in my corner

Domains of Creative Arts  Music engagement  Visual arts therapy  Movement-based creative expression  Expressive writing  Planning  Organization  Cognitive intention  Inhibition  Focus/attention  Rhythm/timing

Creative Arts       Non-stressful Expressive Attached Present Mindful Moving away from defensive brain

Creative Arts Activities

Yes, Virginia, There Is Some Art Therapy Research     Art Art Art Art therapy therapy therapy therapy in healthcare in trauma in cancer and cognition www.cathymalchiodi.com

Music  Daniel Levitin and post-doctoral researcher Mona Lisa Chanda, McGill University, reviewed 400 published scientific papers  Effects on brain chemistry and associated mental and physical health benefits     Management of mood Stress reduction Boosting immunity As an aid to social bonding Trends in Cognitive Sciences, Volume 17, Issue 4, 179-193, 1 April 2013

Audition The Listening Program Integrated Listening Therapeutic Listening In Time Healing at the Speed of Sound (Campbell & Doman)

Play To Learn

Math Skills K-5  Number recognition (receptive and expressive)  Counting objects with 1:1 correspondence  Counting out objects from a group  Patterns/sorting  Estimation/guessin g/comparison  Addition  Subtraction  Multiplication  Division  Fractions  Factors

Play Math is a corticocerebellar math program that alternates fine and gross motor movement to teach children ages 6-12 fact families, factors and fractions (Kenney 2012)

The Method       Mirror or Skip Count (Balls) Slide and Glide (Blocks) Over and Up (Blocks) How do numbers fit together? What makes a family? Advanced techniques

Three things children taught me about how they learn math. We build brain connections with: a. Rhythm b. Fine and Gross Motor Movement c. Mentoring

We Calm Down To Think  Teach relaxation breathing and self-talk  Allow for a break (including a physical place to calm down) when child encounters a change  Provide warnings (signals) prior to transitions – they can be visual, touch, or verbal  @stressfreekids Lori Lite

Calming Resources SEL www.kimochis.com Physical Movement www.sparkpe.org Repetitive Movement balavisx.com Rhythmic Breathing Take Five Music/Stories Listening www.stressfreekids.com  Art Drawing Mandalas  Listen to a Raisin – Meditate  Vision Therapy     

Yoga

Meditation and Mindfulness

Self-Regulation  Recognizing escalation  Asking for help (I feel revved up, angry, annoyed)  Stopping escalation  Making a choice to use a calming skill  De-escalating  Initiating calm  Maintaining calm  Using calming skills (breathing, music, motor movement, yoga, meditation  Using energy release skills (jump ropes, trampoline, jumping jacks)

Bloom: Helping children blossom

Managing Body Space  Kinesthetic awareness (where are you in relationship to people and objects)  Proximity  Use of materials that can hurt others  Balance  Coordination  Posturing

Communication Communication Messaging Meaning For Understanding Non-verbal Verbal Gestural Facial  Observing  Reaching  Turning away  Facial expressions  Gestures  Pointing  Body movements

Language  Receptive  Expressive/Labeling  Intraverbal (asking and answering ―Wh‖ questions, commenting, etc.)  We’re going on a field trip.  Who, what, when, where, how narrative exploration of an experience.  Interverbal (knowing what you are saying outloud)  Vocabulary (generalization and discrimination of new words)

Pragmatics     Greeting Informing Requesting Talking turns in conversation  If this, then what      Staying on topic Informing the uninformed listener Asking for help when not understanding Rephrasing when misunderstood Telling a story or experience in a clear sequence

Phonemic Awareness  Phonemes are small units of sound. Phonemes are heard, not read.  Phonics is symbol-sound relationships.  A grapheme is the smallest semantically distinguishing unit in a written language.  Vocabulary is the set of words that allow for meaningful oral and written expression.

Early Reading Skills ~ I  Identifies front, back, title, and author of a book  Demonstrates top to bottom, left to right progression  Distinguishes letters from words and words from sentences  Identifies all uppercase and lowercase letters  Demonstrates knowledge of beginning sounds by printing correct letter symbols with corresponding pictures

Early Reading Skills ~ II  Orally tells what sound is heard at the beginning and ending of words  Blends CVC sounds aloud to make a word  Rhymes  Count the number of sounds in a syllable and the number of syllables in a word  Reads one syllable and common words by sight such as "the", "I", "is‖  Orally states the names of the days of the week and months of the year  Identifies the eight basic colors and reads the corresponding color words

Later Reading Skills ~ III  Understands temporal relationships  Makes predictions  Identifies characters, setting, and main idea of a story  Demonstrates comprehension of stories by orally retelling or acting out  Can say what they learned and where they learned it

Writing          Uppercase letter formation Lowercase letter formation Number formation Staying in the lines Writing words Spelling Writing sentences Writing paragraphs Writing for meaning  Write me a message

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