allow the child to ‘serve’ – follow their focus and return their serve with support and encouragement

Children’s Minds by Margaret Donaldson | Goodreads Children’s Minds by Margaret Donaldson | Goodreads

I liked the way Donaldson defines the type of language necessary for the type of mental representation required for such sophisticated thinking, what Piaget terms 'formal operational' and Bruner 'symbolic'--'disembedded' language. What a lovely concrete way to describe abstraction, and what a wonderful way to remind us to initially 'embed' the language we employ in teaching children, before we push them to 'disembed.'Andrei Cimpian— [email protected]— Published in the May 2012 issue of Psychological Science Help ‘buffer’ the effects of tolerable stresses by offering safe, reliable and responsive support to children and young people. When adults do not respond to a child’s serve or if children spend a long time on passive activity – such as watching TV – this can break the rally and interrupt development. For example, children learn language, more effectively face-to-face with a teacher or caregiver than by watching TV or a video (Shonkoff et al, 2018). Although it’s never too late for the brain to benefit from positive experiences, early experiences build the foundations of brain architecture. A strong brain foundation increases the chances of healthy learning later in life (Shonkoff et al, 2007). Use a wide range of interesting and beautiful found materials, like wallpaper and fabric. Fabrics, fastenings and accessories for roleplay can have more potential than dressing-up costumes. Exploring materials and media inspires children to think flexibly and creatively.

Children’s Minds by Margaret Donaldson | Goodreads

These metaphors can be used to improve understanding of child development and give positive brain building experiences to children who have experienced trauma. Sharing the Brain Story uses six key metaphors, developed by the Harvard Center on the Developing Child, the Alberta Family Wellness Initiative and the FrameWorks Institute. Introduce children to language to describe the sounds they are making. Talk with the children about how the sound is being made and show interest in how many sounds they can make from one instrument. Can they change the sound of the instrument by playing it in a different way? To learn and grow appropriately, a baby’s brain has to be healthy and protected from diseases and other risks. Promoting the development of a healthy brain can start even before pregnancy. For example, a healthy diet and the right nutrientslike sufficient folic acid will promote a healthy pregnancy and a healthy nervous system in the growing baby. Vaccinations can protect pregnant women from infectionsthat can harm the brain of the unborn baby. Shonkoff, J.P., Boyce, W.T. and McEwen, B.S. (2009) Neuroscience, molecular biology, and the childhood roots of health disparities: building a new framework for health promotion and disease prevention, Journal of the American Medical Association, 301 (21), 2252-2259.We want to create a shared and simple language around child brain development that can be used by all professionals, parents, carers and children. Learn more about imagination and creativity as part of the early years foundation stage (EYFS), including advice from experts and suggested activities. Talk to children about the ‘planes’ flying around their mind. Discuss how a trusted adult could help them land or look after some of these planes if they are feeling stressed or overwhelmed. This Sharing the Brain Story metaphor compares the process of lorries carrying large loads to parents and carers being overloaded with challenges.