Ka Tikaka o Ka Roro The Developing Brain booknathanwallis@gmail.com - - PowerPoint PPT Presentation

SLIDE 1

Ka Tikaka o Ka Roro The Developing Brain

@nathanwallisxfactoreducation booknathanwallis@gmail.com

SLIDE 2

The Developing Brain X Factor Education

@nathanwallisxfactoreducation

booknathanwallis@gmail.com

SLIDE 3

The Decade of the Brain

* The growth of the frontal cortex is exper erience d depen endent. * The first thousand days ARE the most important.

The 1990’s were called the ‘dec ecade o

• f the b

e brain’ n’ due to significant advancements in brain scanning technologies.

What did we find out?

Cozolino, Louis (2006). The neuroscience of human relationships: Attachment and the developing social brain. New york, NY,US: W. W. Norton & Co.

SLIDE 4

Weight of a brain at 0, 3 & Adult

Newborn baby brain 350 g 350 grams Three year

• ld brain

1.2 k 1.2 kilos Adult brain 1.4 k 1.4 kilos

300 350 400 500 600 700 800 900 1 kilo 1.1 1.2 1.3 1.4

SLIDE 5

The Human Brain

SLIDE 6

Perry’s Neuro-sequential Model

Emotional Response Empathy - Controlling Yourself - Literacy Coordination - Movement Heart Rate Fight – Flight - Freeze

Perry, B.D. (2002). Brain Structure and Function 1: Basics of Organisation. Adapted in part from “Maltreated Children Experience, Brain Development and the Next Generation (W.W. Norton & Company)

SLIDE 7

Brain & Pedagogy

NEEDS

Adapted from: McCaleb, M. & Mikaere-Wallis, N. Relationship-shaping: Teacher consistency and implications for brain development. The First Years/Ngā Tau Tuatahi: New Zealand Infant and Toddler Education, 7(2), 21-25

BRAIN

SLIDE 8

Te Whanau Roro _

Na Dr Rangimarie Rose Pere – Oral Communications 2009

CORTEX LIMBIC MOVEMENT BRAINSTEM

Tamaiti Nga Matua (me Nga Rangatahi!) Kaumatua

ATTACHMENT STRESS

_ _

SLIDE 9

Na Dr Rangimarie Rose Pere – Oral Communications 2009

CORTEX LIMBIC MOVEMENT BRAINSTEM

ATTACHMENT STRESS

• 4. Learning (wananga)
• 3. Emotional Validation

(whakawhanauggatanga)

• 2. Rhythm (waiata)
• 1. Safety (karanga & karakia)

Kai meets the needs of all FOUR

SLIDE 10

LOW Activity HIGH Activity

As one increases, the other declines – and vise versa To really be using your cortex, your brainstem needs to be CALM.

Brainstem Cortex

SLIDE 11

Effects of Trauma, abuse & neglect

• n the developing brain

.

SLIDE 12

Image from Raine, A. (2009). Murderous Minds: Can we see the mark of Cain? Accessed from www.dana.org/news/cerebrum/detail

SLIDE 13

Biology of Comfort

• Links brain stem to heart, lungs and stomach.
• As a child is reassured, the heart, lungs & stomach settle.
• Alarm system dimmer switch: not just on/off.
• Good vagal tone linked to better emotional balance:
• Better emotional balance
• Clear thinking
• Improved attention span
• More effective immune system

Sunderland, M. (2006) The Science of Parenting London: Dorling Kindersley

SLIDE 14

CORTEX LIMBIC MOVEMENT BRAINSTEM

Pro social behaviors Survival/Reptilian behaviors

• 3. Cognitive Training
• 2. Validation
• 1. SAFETY

SLIDE 15

Effects of Trauma, abuse & neglect on the developing brain

.

SLIDE 16

Effects of Trauma, abuse & neglect on the developing brain

.

Adolescent Adult

Yurgelun-Todd, D. (2002) Frontline interview “Inside the Teen Brain” on www.pbs.org/wgbh/pages/frontline/shows/teenbrain/interviews/todd.html

SLIDE 17

Amygdala vs Frontal Cortex

Yurgelun-Todd, D. Emotional and cognitive changes during adolescence. Current Opinion in Neurobiology 2007, 17:251-257

Fusiform Gyrus Reading Facial Expressions

SLIDE 18

Memory and Alcohol

Image from Susan Tapert PhD. University of California, San Diego.

SLIDE 19

Hippocampus

SLIDE 20

CORTEX LIMBIC MOVEMENT BRAINSTEM

ATTACHMENT STRESS

• 4. Executive Functions
• 3. Self Esteem, Dispositions

& Emotional Connection

• 2. Rhythmic Patterning

& Lateralisation

• 1. Calm the HPA Axis

Neuro-sequential Needs

SLIDE 21

CORTEX LIMBIC MOVEMENT BRAINSTEM

ATTACHMENT STRESS

• 4. Learning
• 3. Emotional Validation
• 2. Rhythm
• 1. Safety

Trauma Background

Kia meets the needs of all FOUR

SLIDE 22

LEARNING EMOTIONS MOVEMENT SAFETY

Four parts of the brain - Brainstem

• Karakia
• Kaumatua
• Touch (mirimiri)
• Sensory Pathways
• Predictability (karaka)
• Autonomy
• Water & kai
• Dyadic Relationship

SLIDE 23

LEARNING EMOTIONS MOVEMENT SAFETY

Four parts of the brain - Movement

• Rhythmic Patterning
• Routine
• Ritual
• Waiata
• Motivation
• Kapa Haka
• Movement Autonomy
• Corpus Callosum

SLIDE 24

LEARNING EMOTIONS MOVEMENT SAFETY

Four parts of the brain - Limbic

• Validation
• Self Esteem
• Dispositions
• Naming emotions
• Reframing
• Risk Taking
• Cultural Validation & Restoration

SLIDE 25

LEARNING EMOTIONS MOVEMENT SAFETY

Four parts of the brain - Cortex

• Academic Achievement
• Empathy
• Self regulation
• Problem Solving
• Inhibitory control
• Working memory
• Metacognition
• Detachment

SLIDE 26

At Birth Pruning 3-6 years 14 years

SLIDE 27

Changes to the Cellular Architecture

• f the Brain in Adolescence

SLIDE 28

If we imagine the brain as a tree…

Endorphins = Fertilizer Cortisol = Weed Killer

SLIDE 29

NURTURE – by Peter Aslop & Nathan Wallis

“By opening our hearts and minds to ideas – both sharing them and receiving them – we embrace a timeless truth: it takes a village to raise great children”

Available at www.pottonandburton.co.nz/store/NURTURE

SLIDE 30

New App available on iPhone & Android just search

Paren enting B Baby’s Brain

New Book by Peter Aslop & Nathan Wallis

NURTURE – The Art of Parenting

Available at www.pottonandburton.co.nz/store/NURTURE

New Documentary series

An Anxious World: Children

https://attitudelive.com/watch/An-Anxious-World-Children-Part-1 https://attitudelive.com/watch/An-Anxious-World-Children-Part-2

@nathanwallisxfactoreducation @nathandwallis xfactoreducation@gmail.com

SLIDE 31

Love Grows Brains wrightfamilyfoundation.org.nz

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References

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1 pa pages es 91-102; 102; M March 2006 The E Effe ffects o

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f a Mindfu fulness-Based E Educ ucation P Prog rogram on

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re- and Early y Ad Adoles escen ents’ Wel ell-Bein ing and Socia ial a l and Emotio ional C l Competence. e. Kimber erly A. y A. Schone

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chlan and d Molly St Stewar art L Law awlor in Mi Mindfulness, pages es 1 1-15 15; 201 2010 Inter erve ventions Shown to Ai Aid E Exec ecutive e Function Devel evelopm pmen ent in Children 4 t to 1 12 Y Yea ears Old. Ad Adel ele D e Diamond and K Kathlee een Lee i Lee in Scien ence, e, V

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333, p pages 959 959-964; August 19, 19, 201 2011 Beh ehavi vioral and Neu eural C Correlates o

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6, pages 14, 14,99 998-15, 15,003; 003; S September 6 6, 2011 Com

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in C n Chi hildre ren w with A ADHD- A Ran ando domized, d, Co Controlled T Trial al. T. . Kling ngberg rg, E

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2, pa pages es 177-186; 186; February 2 2005 Improving ng F Flui uid Intelligenc nce w with h Training ng o

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Martin Bus uschk hkue uehl hl, J John hn Jonides esan and W Wal alter J. Perri rrigin n Proceedings o

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19, p pages 6829 6829-6833; 6833; M May 13, 2 2008. 08.

SLIDE 33

References continued

Can T n Traini ning ng i in a a Real-Time S Strategy V Video eo G Game A e Attenuate e Cognitive D Dec ecline e in O Older er Adults? C

• C. Ba

Basak, W.R. Boot, M

• M. W. Voss and A
• A. F. Kramer i

in Psychology o

• f Aging, V
• Vol. 23, No. 4, pages 765-777; D

December 2008 2008 Differ erential E Effects o

• f Rea

Reasoning a and S Speed peed Training In Children

• en. Al

Allys yson P. Ma Makcey ey, Su Susanna a S.

• S. Hill, Su

, Susan I I. . St Stone an and d Si Silvia A a A. . Bunge i in Dev evel elopmen ental S Science, e, Vo

• Vol. 1

14, N

• No. 3, pa

pages es 5 582-590 590; M May 2011 11 Short hort- and nd L Long

• ng-Term Ben

enef efits o

• f Cognitive T

ve Training. Susanne e M.

• M. Jaeggi

ggi Marton

• n Buschk

hkue uehl hl, J John hn Jonides es an and d Pr PritiSha hah i h in n Proc

• ceeding

ngs of

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the N National A Academ emy o

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ences es U USA, Vo

• Vol. 1

108, No. 25, pa pages es 1 10,081-10, 10,086; 086; J June 21, 2 2011 Short hort-Ter erm Mu Music Training E Enhances Ver Verbal I Intel elligence e and Exec ecutive F e Function. Syl ylva vain Mo Moren eno, E Ellen en Bialystok, Ra Raluca Bar arac ac, E

• E. Glen

enn Schel ellen enberg, N Nicholas J

• J. C

Ceped epeda and Tom C Chau i in Psych chological S Sci cience, Vol. 22, 22, N

• No. 11,

11, p pages 1425 1425-1433; 1433; June 2 21, 2 2011 11 Stre ress Signalling P Pathw hways T Tha hat Impair P Pre refro rontal Cort

• rtex S

Stru ructure re a and nd Func

• unction. A

A.F.T Arns rnsten in n Nature e Reviews Neuroscien ence, e, Vo

• Vol. 1

10, pa pages es 4 410-422; June 2009 2009 A Bidi directional al M Mode del Of Executive Functions an and d Se Self Re

• Regulation. Cl

. Clan ancy Blai air an and d Alexan andr dra a Ursache in n Ha Hand-book

• ok of
• f Self-Regulation:

Res esea earch, Theo eory, a and A

• Applications. Sec

econd ed

• edition. Edited

ed b by y Kathlee een D

• D. Vohs
• hs and Ro

Roy y F. Baumeister

• er. Guilford P

Pres ess, 2 2011. Child Devel evelopm pment i in t the e Contex ext o

• f t

the e Ad Adver versity: E Exper periential C Canalization o

• f B

Brain a and Beh ehavi vior.

• C. B

Blair a and C. C. Raver ver in Amer erican Psych chologist, Vo

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67, N

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4, pa pages es 3 309-318; 318; M May-June 2012 2012

SLIDE 34

Further Reading

Perry, Bruce D. and Szalavitz, Maia (2006) The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist’s Notebook, Basic Books Perry, Bruce D. And Szalavitz, Maia (2010) Born for Love: Why Empathy is Essential – And Endangered, Harper Collins Siegal, Daniel (2013) Brainstorming – The Power and Purpose of the Teenage Brain, Penguin Group Gluckman, Sir Peter (2011) Report: Improving the Transition, Prime Minister’s Science Advisory Committee Doidge, Norman (2015) The Brain’s Way of Healing, Scribe Publications

SLIDE 35

The traditional Maori whanau

The major socialisation fact in the pre-European Maori family as reported by the earliest European observers, was the place of the nurturing warrior – the father as carer along with the mother. The whole whanau contained multiple parents in grandparents, uncles and aunts and minders in older cousins as well as siblings. All were committed to raising the children, very much in the model left from the primal whanau. The children participated in kaumatua (elders) councils. Both men and women were of chiefly status. Children were trained to do the varied roles of adulthood – warriors, judges, food producers, artists, builders and caregivers. They witnessed all forms of cannibalism and slavery. Many slaves, however, were treated as members of whanau. All the observers commented that the children and youth were years ahead of European children and youth in all aspects of life.

Te Kahui Mana Ririki, Auckland, New Zealand, May 2011

SLIDE 36

What were the traditional techniques used in learning? Principles of child raring.

• Rev. Samuel Marsden 1814-

‘I saw no quarrelling while I was there. They are kind to their women and children. I never observed either with a mark of violence upon them, nor did I ever see a child struck’ [ed. Elder, J.R., The Letters and Journals of Samuel Marsden,128] ‘The New Zealanders do not correct their children lest they should abate their courage or subdue their violent passions. Hence the children are in no subjection to their parents.’ [ed. Elder:479]

Complied by Rawiri Taonui

SLIDE 37

Joel Polack 1838

‘The New Zealand father is devotedly fond of his children, they are his pride, his boast, and peculiar delight; he generally bears the burden of carrying them continually within his mat. The children are seldom or never punished; which consequently, causes them to commit so many annoying tricks, that continually renders them deserving of a sound, wholesome castigation. The father performs the duty of a nurse; and any foul action the embryo warrior may be guilty of, causes a smile rather than a tear from the devoted parent.’ [I:374] Manners and Customs of the New Zealanders

Complied by Rawiri Taonui

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They a also so a ask sk q quest stions i s in t the m most st numerousl sly attended asse ssemblies of chief efs, w who a answer er t them em w with a an a air o r of respec ect, a as if they w were e a corres esponding age t e to them emsel elves es.

I do not remember a request of an infant being treated with neglect, or a demand from

• ne of them being slighted.’ [Manners and Customs of the New Zealanders, I:378-9]

Complied by Rawiri Taonui

SLIDE 39

George French Angas 1847

‘Both parents are almost idolatrously fond of their children; and the father frequently spends a considerable portion of his time in nursing his infant, who nestles in his blanket, and is lulled to rest by some native song. The children are cheerful and lively little creatures, full of vivacity and intelligence. They pass their early years almost without restraint, amusing themselves with the various games of the country’ [Angas, 1847:313-4]

Complied by Rawiri Taonui

SLIDE 40

Edward Shortland 1856

‘Curbing the will of the child by harsh means was thought to tame his spirit, and to check the free development of his natural bravery. The chief aim, therefore, in the education of children being to make them bold, brave, and independent in thought and act, a parent is seldom seen to chastise his child, especially in families of rank. Were he to do so, one of the uncles would probably interfere to protect his nephew, and seek satisfaction for the injury inflicted on the child by seizing some of the pigs or

• ther property of the father.’ [156]

Complied by Rawiri Taonui

SLIDE 41

William Colenso 1868

‘Their love and attachment to children was very great … They certainly took every physical care of them; and as they rarely chastised (for many reasons) of course, petted and spoiled them. The father, or uncle, often carried or nursed his infant on his back for hours at a time, and might often be seen quietly at work with the little one there snugly ensconced’ [‘On the Maori Races of New Zealand,’ TNZInst I, 30]

Complied by Rawiri Taonui