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Overview
Award Winner!
Recipient of the 2016 Academics' Choice Smart Book Award & 2016 Teachers' Choice Award
Product Details
| ISBN-13: | 9780876593608 |
|---|---|
| Publisher: | Gryphon House Inc. |
| Publication date: | 05/01/2016 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 126 |
| File size: | 7 MB |
| Age Range: | 18 Years |
About the Author
Jill Stamm, PhD, is the cofounder of New Directions Institute for Infant Brain Development. Dr. Stamm has been an associate clinical professor at Arizona State University in Tempe for more than 25 years. She is the developer of Brain Boxes, a unique set of products designed to help adults interact with young children to encourage healthy brain development. She is an international speaker on brain research and serves on the advisory board for the Learning & the Brain Conference series.
Table of Contents
Introduction: What Caregivers Can Easily Learn about Brain Development 1
Part 1 Brain Basics 101 1
How the Brain Develops 7
Brain Structure and Function 12
Characteristics That All Brains Share 14
Part 2 Link What You Learn to What You Do
Development Linked to Timing and Activities 17
Learn, Link, Think, and Apply 18
Part 3 General Science-Based messages
1 Use it or lose it 21
2 Pay attention to the sequence and timing of how a new brain wires up 22
3 Don't expect to see brain structures change, but know that they do so continuously 26
4 Realize that varying levels of stress cause different reactions in the brain 27
5 Link new ideas you want children to learn to things they already know 30
6 Be aware of how many skills depend on pattern recognition 31
7 Know why tummy time is recommended by pediatricians 34
8 Encourage activities that cross the midline of the body 36
9 Remain hopeful that every child can benefit permanently by living in positive environments 37
10 Resist the natural temptation to look for a quick fix 39
11 Be able to explain the early childhood return on investment 40
12 See the brain as a novelty-seeking organ 42
13 Understand how play is linked directly to learning 44
Part 4 Attention Messages
14 Use emotion to help children pay better attention 47
15 Play rim tracking exercises with infants 48
16 Get young children out of convenient safety buckets when the buckets are not necessary 50
17 Give children opportunities to make predictions 53
18 Understand why television viewing is not OK for infants and toddlers 54
19 Understand the importance of face time 57
20 Be intentional about increasing the child's attention span 58
21 Simplify the classroom or care environment to be visually soothing 60
22 Provide lots of practice for children to begin to learn impulse control 61
23 Provide stable, consistent, and challenging environments that encourage children to develop the foundation of executive functions in the brain 64
Part 5 Bonding Messages
24 Realize the power of having at least one consistent person who loves you 67
25 Respond rapidly to the needs of infants 69
26 Touch to calm; touch for better health 71
27 Hold children close so they know they are secure 73
28 Express your genuine love and respect daily to those in your care 75
29 Enjoy the practice of reading to children 76
30 Promote touch through guided exploration of common experiences 78
31 Show photos of key people to a child to build a sense of security 79
32 Teach first in the language of the heart when encouraging dual-language development 80
33 Use music to help bond with young children 83
34 Comment on a child's effort rather than on how smart a child is 86
35 Consider carefully your own use of smart technology 88
36 Know that risk is not destiny 91
37 Learn about and practice mindfulness 93
Part 6 Communication Messages
38 Realize the power of a face 99
39 Talk, talk, talk! 101
40 Use the voice that comes naturally when you talk to a baby 103
41 Articulate speech sounds accurately because a child's ability to hear these sounds can affect the child's success in learning to talk 105
42 Try using sign language with preverbal children 107
43 Learn that actually playing a musical instrument is better than just listening for children's brain development 110
44 Use bold colors with young infants, but don't get carried away for long 112
45 Watch what is done-to know what to do 113
46 Learn why so many children seem to love puppets 116
47 Repeat the same book; it's OK 117
48 Be sure to point to objects when teaching new words 119
49 Read books and sing songs that have rhyme, rhythm, and repetition 121
50 Read books aloud to build a child's conceptual development 123
51 Try proactive approaches in early reading strategies 124
52 Use a visual when you first introduce a new idea 126
Epilogue 129
Index 131