International Conference

1. «BОТА» Foundation Social Services Program (SSP) International Conference Increasing NCOs professionalism and sustainability in delivering social services to children and youth from low-income families in Kazakhstan 5-6 of June, 2012 Almaty, Alatausanatorium Jill McFarren Aviles, PMP

2. Objectives • Present research on brain development and the synergetic link with executive function and health • Present best ECD practices to support optimal brain development • Analyze own programs in relation to best practices • Plan “Serve and Return” strategies during daily routines and set up of environment • Summary and closing

3. Knowledge and expectations • What questions do you have about brain development? • What do you know about brain development?

4. The fascinating brain • Brain architecture is built from the bottom up through ongoing, increasingly complex interactions between experiences and genetic makeup • The brain is wired to learn and build relationship through “serve and return” interactions • Toxic Stress negatively impacts development

5. Brain Architecture is shaped by early experiences1 At Birth— At Age Three— Overproduction At Age Eleven— Pruning ORE CONCEPTS IN THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT - www.developingchild.harvard.edu

6. Trajectory of a child’s brain development - Skills Beget Skills

7. How does the brain work exactly? B

8. Experiences Build Brain Architecture • http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/brain_architecture/

9. Serve and Return • Through interactions children learn about themselves, their immediate surroundings and how things work • Each child has unique needs and characteristics • Quality interaction respond to the uniqueness of each child • The interaction contributes to brain architecture

10. Serve and Return Interactions – who starts it? • http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/serve_and_return/

11. Stress levels and their impact on the brain • Normal Stress contributes to development • High level of cortisol, a stress hormone, influences region of the brain linked to emotional development and learning of children, • Prolonged toxic tress increases health risk of adults • Extreme stress impairs development of executive functions

12. Effect of Stress on learning1 FromPersistent Fear and Anxiety Can Affect Young Children’s Learning and Development www.developingchild.net

13. What have you done today that is related to: • display self-control • followed multiple-step directions even when interrupted • stayed focused despite ever-present distractions Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function – Center on the Developing Child at Harvard University

14. Executive Functioning Goal-directed, intentional behavior that helps us to: • control impulses, • make plans, and • stay focused. Appear in the first year of life • These skills are related to the how to learn best – by focusing, remembering, and planning • That way the content can be learned effectively and efficiently

15. Executive Function skills • Appear in the first year of life • There are key areas of the brain associated with EF • Different from school readiness skills, • These skills are related to the how to learn best – by focusing, remembering, and planning • That way the content (math, literacy) can be learned effectively and efficiently

16. Executive Function (cont.) • Soon after babies are born • Dramatic growth in the brain around 3 to 5 year of age • Growth continues throughout adolescence and early adulthood; proficiency begins to decline in later life.

17. Effectiveness factors that contribute to brain development and executive function • Interactions between children that are nurturing, supportive, and challenge children’s learning and social engagement • Staff that are trained and are compensated • Adult-child ratio and group size that contributes to individual, small and large group interactions and support • Environment where children are heard, where they hear rich vocabulary, and are challenged to learn/explore language • Activities and materials that are purposefully planned and monitored based on children’s needs and cultural context • Environment where children feel and are safe

18. Types of Play3 – the how • Functional – use their senses and muscles to understand how things work • Constructive – their play is purposeful – it has a goal in mind • Dramatic – children take on a role to pretend to be someone or something else • Games with rules – control their impulses to • Sara Smilansky

19. Elements of a positive learning environment – the where • Ensure safety • Promote health • Provide comfort • Be convenient • Be child-sized • Maximize flexibility • Encourage movement • Allow for choice • Divide active areas away from quiet areas (WestEd, 2000, Program for Infant/Toddler Care - PITC)

20. Importance of an effective daily routine – the when • Helps children understand time • Provides children a sense of security • Contributes to their self-help skills • Contributes to positive discipline • Helps children self-control • Helps children with problem solving • Contributes to development of social/emotional skills

21. Elements of an effective daily routine • Consistent, yet flexible • Enough time for choice, transition, and outdoor activities • Mixture of small, large, and individual activities • Active and quiet activities • Intentional activities throughout the day to maximize the day, including transitions

22. How does your program support brain development and reduce stress? • At your table, or in small groups, review the two checklist, one for environments, the other for daily routine • Reflect on your program and determine how well on the continuum your program satisfies these criteria • Identify one thing about your program that you would like to share with others • Identify one thing you will do different with the environment or daily to contribute to children’s brain development