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The Family; The Brain Boost!
So far we have looked at The Family from several aspects; the Smallest School, the Beginning of the Beginning, a Serious Decision, the Uterine Environment and the Moment of Birth, and Postpartum Dads. In thinking about all of this I looked at my own story and how I came to understand the serious nature of birth and childhood. It is an important decision to bring another human life in the world. But the most important parental duty of all is to ensure that the new life in your family has a chance for reaching its full potential.
It doesn’t take a PhD to raise a child in a responsible, loving, family environment. It takes careful thought, selfless action, and parental bonding. Unfortunately for the newborn child, many parents have little understanding of the most crucial and yet often neglected aspect of a newborn life, Brain Development. It is not necessary to understand all of the intricate scientific brain stuff. It is only necessary to have an understanding of the family experiences parents can present which will boost brain growth. Then a common sense, practical approach to early childhood rearing provides the proficiencies that develop Brain Growth in a way that allows your infant to leap forward into their promise.
Let me explore with you some of the research and insights regarding newborn Brain Development, from the blog Early Childhood Brain Insights. These clearly illuminate the parental care and commitment each child must be given in order to reach their promise and full potential:
• Most people do not yet know that 90% of children’s brains are developed in the first 5 years, and 85% in the first 3 years. The brain adapts and grows primarily based on the experiences a child has in these years before they enter school!
• A developing brain will adapt to whatever happens repeatedly in the environment. For a brain to develop optimally, a child needs to have fun, interesting, loving experiences throughout the day.
• Environments that are chaotic, disorderly or have high levels of stress have a direct influence on how optimally a child’s emotional and thinking areas of the brain develops.
• The easiest time for the brain to learn a second language is during the pre-school years. Research indicates there may be additional benefits when learning multiple languages. Children can develop better overall verbal skills, a better vocabulary, and sequencing abilities.
• The brain is ready to learn basic math skills in the pre-school years. It doesn’t occur from saying the numbers in order. It learns through doing comparisons of size and shape, and few and many. Connections will be made in the brain when this is done with real objects.
• Research demonstrates that nature helps the brain relax and restore itself after experiencing stress or negative emotions.
• The quality and quantity of exposure to nature directly affects the physical health of the brain.
• Even though the brain is making trillions of connections as an infant and toddler, it takes years throughout childhood and adolescence to organize it into a mature adult brain.
• The quality of the relationship an infant has with his or her parents has a direct impact on the physical development of the brain. This impacts the nature and extent of a child’s perceptions and capabilities.
• Loving interaction with people and exploration of objects is as necessary to a child’s brain development as food.
• By the time a baby is 6 months old the brain may have developed 1,000 trillion brain connections through experiences in their environment.
• A child has already developed a perception of self and their environment by 12 -18 months based on the relationship they have with their parents.
• Brain connections for language are developed through direct interaction with parents NOT through television and videos.
• Aggression, impulsiveness, and lack of empathy can result when a brain experiences repeated neglect, chaos, or violence.
• The brain does not like chaos. It feels more comfortable when it knows what to expect.
• The absence of consistent and quality experiences leads to a loss in brain potential.
• Physical play stimulates the emotion regulating areas in the brain.
• Once the brain is developed it takes much more repetition, time, and consistency to change what has already been hard wired.
• The brain is always changing and making new connections. However, it is more difficult to modify after it has been originally wired in the newborn.
None of the above is out of reach for any parent. Early Brain Development is NOT complicated and it makes an impact that affects every one of us, especially our children. It only takes time, love, and creative thought. Each child deserves a Brain Boost in their first years, without it they are destined for a life of mediocrity and boredom.
Deferred Gratification – OR- The Marshmellow Test
DEFINITION:
Deferred gratification or delayed gratification is the ability to wait in order to obtain something that one wants. In formal terms, an individual should be able to calculate the net present value of future rewards and defer near-term rewards of lesser value. Animals don’t do this. This challenge is fundamental to human nature.
EXPERIMENT:
In the late nineteen-sixties, Carolyn, a four-year-old with long brown hair, was invited into a “game room” at the Bing Nursery School, on the campus of Stanford University. The room was little more than a large closet, containing a desk and a chair. Carolyn was asked to sit down in the chair and pick a treat from a tray of marshmallows, cookies, and pretzel sticks. Carolyn chose the marshmallow. A researcher then made Carolyn an offer: she could either eat one marshmallow right away or, if she was willing to wait while he stepped out for a few minutes, she could have two marshmallows when he returned. He said that if she rang a bell on the desk while he was away he would come running back, and she could eat one marshmallow but would forfeit the second. Then he left the room.
OBSERVATIONS:
Footage of these experiments, which were conducted over several years, is poignant, as the kids struggle to delay gratification for just a little bit longer. Some cover their eyes with their hands or turn around so they can’t see the tray. Others start kicking the desk, or tug on their pigtails, or stroke the marshmallow as if it were a tiny stuffed animal. Most struggled to resist the treat and held out for an average of less than three minutes. “A few kids ate the marshmallow right away,” Walter Mischel, the Stanford professor of psychology in charge of the experiment, remembers. “They didn’t even bother ringing the bell. Other kids would stare directly at the marshmallow and then ring the bell thirty seconds later.” About thirty per cent of the children successfully delayed gratification until the researcher returned, some fifteen minutes later. These kids wrestled with temptation but found a way to resist.
GOAL OF EXPERIMENT:
The initial goal of the experiment was to identify the mental processes that allowed some people to delay gratification while others simply surrendered and how this influenced behavior. What they discovered is that low delayers, the children who rang the bell quickly, seemed more likely to have behavioral problems, both in school and at home. They got lower S.A.T. scores. They struggled in stressful situations, often had trouble paying attention, and found it difficult to maintain friendships. The child who could wait fifteen minutes had an S.A.T. score that was, on average, two hundred and ten points higher than that of the kid who could wait only thirty seconds.
QUESTION:
Psychologists assumed from their observations that the children’s ability to wait depended on how badly they wanted the marshmallow. But it soon became obvious that every child craved the extra treat. What, then, determined self-control? Mischel’s conclusion, based on hundreds of hours of observation, was that the crucial skill was the “strategic allocation of attention.” Instead of getting obsessed with the marshmallow—the “hot stimulus”—the patient children distracted themselves by covering their eyes, pretending to play hide-and-seek underneath the desk, or singing songs from “Sesame Street.” Their desire wasn’t defeated—it was merely forgotten. “If you’re thinking about the marshmallow and how delicious it is, then you’re going to eat it,” Mischel says. “The key is to avoid thinking about it in the first place.”
CONCLUSIONS:
In adults, this skill is often referred to as metacognition, or thinking about thinking, and it’s what allows people to outsmart their shortcomings. For example, when Odysseus had himself tied to the ship’s mast, he was using some of the skills of metacognition: knowing he wouldn’t be able to resist the Sirens’ song, he made it impossible to give in.
Mischel’s large data set from various studies allowed him to see that children with a more accurate understanding of the workings of self-control were better able to delay gratification. “What’s interesting about four-year-olds is that they’re just figuring out the rules of thinking,” Mischel says. “The kids who couldn’t delay would often have the rules backwards. They would think that the best way to resist the marshmallow is to stare right at it, to keep a close eye on the goal. But that’s a terrible idea. If you do that, you’re going to ring the bell before I leave the room.”
According to Mischel, this view of will power also helps explain why the marshmallow task is such a powerfully predictive test. “If you can deal with hot emotions, then you can study for the S.A.T. instead of watching television,” Mischel says. “And you can save more money for retirement. It’s not just about marshmallows.”
Mischel found a shortcut. When he and his colleagues taught children a simple set of mental tricks—such as pretending that the candy is only a picture, surrounded by an imaginary frame—he dramatically improved their self-control. The kids who hadn’t been able to wait sixty seconds could now wait fifteen minutes. “All I’ve done is give them some tips from their mental user manual,” Mischel says. “Once you realize that will power is just a matter of learning how to control your attention and thoughts, you can really begin to increase it.”
This information was taken from the following site where you can read more: http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer?printable=true¤tPage=6#ixzz0fXCrbwh9
MY CONCLUSIONS:
Teaching Deferred Gratification to infants and toddlers gives them a promotion into their future. It prepares them for a lifetime of choices that determines their success. We cannot always have what we want when we want it. As Parents we have the advantage of teaching our sons and daughters character, focus, and self determination. If you want to see what happens to our children when we do not parent responsibly, go to your local mall any day after school. Sit down on a bench and observe the “wandering herd”, who all look alike because they lack character and have failed to delay their choices.
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