Maria KambouriUniversity of Reading

1

By the end of this session students should be able to:

Describe natural human physical development and relate to experiences

Discuss how physical development links to learning &/or teaching

Evaluate how EYs setting and schools support physical development

2

You already know many things about human physical development from your own observations and experiences.

Make a list of 10 of these things & share them with your group.

3

Periods of development:◦ Prenatal period: from conception to

birth◦ Infancy and toddlerhood: birth to 2

years◦ Early childhood: 2-6 years old◦Middle childhood: 6-12 years old◦ Adolescence: 12-19 years old

Senses become more refined

Sensorimotor integration occurs

Brain “wiring” becomes more complex, paralleling an increase in thinking & communication skills

Height & weight increase

Muscle strength and refinement of movements increases, first in gross motor then fine motor skill areas

5

Body size, body proportions, appearance, brain development, motor development, physical health

Proceeds in an orderly, universal sequence

Occurs in “spurts” (periods of rapid growth) interspersed with “plateaus” (periods of slower growth)

(Ormrod, 2009)

Brain Development

Brain Growth Spurt– Period between the seventh prenatal month and 2 years of age when more than half of the child’s eventual

brain weight is added.

Brain Growth Spurt

Begins Here

8

(Zull, 2002, p. xiii)

Nature

OR Nurture

9

“Give me a dozen healthy infants, well formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist – regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing so for many thousands of years.” (Watson, 1930, p104).

10

We enter the world as We enter the world as a blank slate a blank slate

((tabula rasatabula rasa )) with a few mental

capabilities

11

What do YOU think ?

Is intelligence fixed at birth?

Do you have a “fixed” or “growth” mindset ?

How does the type of mindset that children have affect

development?12

13

The structure and functioning of the brain is NOT fixed The brain changes in response to various activities (including

learning) In some cases, when damaged, the brain may reorganize itself so

that another part of the brain takes over the previous functions of the damaged portion, and sometimes replaces brain cells that have died

Unlike other cells in the body (replaced regularly), neurons tend to exist for the life of an individual.

New nerve cells are not produced after the nervous system has been formed.

(Doidge, 2007; Kempermann, 2002)

14

During the 1st 18 weeks of life, neurogenesis (production of neurons, i.e. nerve cells) occurs at an average rate

> 500,000/minute.

Using glial cells to guide them, these neurons migrate to their genetically preordained place in the brain.

(Eliot, 1999)

15

The result is a human

containing

100 billion neurons and

1 trillion glia, cells that

support the neurons.

(Diamond & Hopson, 1999) 16

Nature

OR Nurture?

17

NOT Nature OR Nurture, Nature AND Nurture:

Initial brain development unfolds via genetic instructions. (Nature)

Most dendrite growth (up to about 83%) happens AFTER a baby is born. (Nurture)

(Eliot, 1999)

18

Jean Piaget : : Developmental stages of cognitive and moral development are consistent with development of the central nervous system. Example: the prefrontal cortex (problem-solving, decision-making, judgment) continues to develop into early adulthood.

Lev VygotskyLev Vygotsky : : Zone of Proximal Development (ZPD): With help from adults or more capable peers, children can “grow their brains” through experience and accomplish more than they could do on their own.

19

• Integration of primitive reflexesIntegration of primitive reflexes• Integrity of senses & neurological system Integrity of senses & neurological system • Movement and exerciseMovement and exercise• Nutrition including adequate hydrationNutrition including adequate hydration• Sufficient sleep and restSufficient sleep and rest• Oxygen, fresh air, and natural lightOxygen, fresh air, and natural light• Stress levelStress level

20

Automatic, stereotyped movements, directed from the brain stem and executed without cortical involvement.

Designed to insure immediate response to this [the infant’s] new environment and to his changing needs.

Designed to become inactive and integrated into the child’s physiological system according to a natural developmental sequence. Example: Rooting Reflex, Spinal Galant, ATNR

Failure to integrate at the proper time can interfere with the appearance of other reflexes and negatively impact ability to function and learn.

Goddard (2005)

21

Discuss in your groups: What do know about the importance the following and how they can affect learning (each group 1 aspect)◦ Movement◦ Vision◦ Sleep ◦ Nutrition and Water ◦ Sound and Audition◦ Stress ◦ Natural light and fresh air

22

Is important developmentally as the body’s motor and sensory apparatus become integrated and the child learns to crawl, walk, run, etc.

Serves a number of important functions throughout life, such as toning the muscles and increasing oxygen intake.

Supervised ‘tummy time’ when babies are awake is essential

(Arrendell, & Irvin, 2005)

23

At least 60 minutes each day of vigorous exercise for all with an additional 60 minutes of free activity

Vigorous exercise ◦ Increases pulmonary functioning◦ Supports bone growth and strength◦ Play with peers increases opportunity for social,

language, and cognitive development◦ Can support family cohesion (biking, hiking,

swimming)

◦ Reduce sedentary time (e.g. computer, TV)

24

Continues to develop for several years after birth

Is shaped by our experiences with our environment

Mostly occurs in the brain, which interprets visual inputs – about 50% of the cerebral cortex (more than 24 areas) as well as parts of “lower” brain regions are involved with the process of vision.

(Eliot, 1999; Arrendell, & Irvin, 2005)

25

26

Signs of visual problems that interfere with Signs of visual problems that interfere with learning:learning:

Reverses letters, numbers or words

Eye turns in or out

Dislikes tasks requiring sustained concentration

Holds head too close when reading or writing (within 7-8 inches)

Squints, closes, or covers one eye

Red or watery eyes

Headaches following intense reading/computer work

Unusual blinking or eye rubbing

Encourage far point visual activities such as outdoor play

Alternate close up activities, e.g. computer work and reading with those requiring far point vision; take short, frequent breaks when using a computer

Limit the time spent in “screen time” activities such as TV and video games

Teach stress reduction techniques in order to prevent tension which has a detrimental effect on eyesight

27

Humans typically can hear vibrations with a frequency between 20 and 20,000 Hz

Sound, especially at higher frequencies, functions as a nutrient for the brain & promotes cognitive development. (Tomatis in Thompson & Andrews, 2000)

28

Sound can also have detrimental effects:

TV speech may affect children’s language development because they need to hear slower pronunciation of words

Environmental noise can create stress, affect student achievement, and at higher levels, cause hearing loss

Very low frequencies can be harmful to the body and may cause physical symptoms such as headaches

29

(Leeds, 2001; Khalsa & Stauth, 1997; Bronfenbrenner, 1977; Jensen, 2003; Bear, Connors & Paradiso,1996)

Problems of Under nutrition Catch-up growth

Marasmus (insufficient protein & calories)

Kwashiorkor (insufficient protein, but sufficient calories)

Vitamin & mineral deficiencies

Iron deficiency anemia

Problems of OVER nutrition: Obesity

Diabetes type 2, high blood pressure, heart, liver & kidney disease

Social impact

(Reed, 1982)

Nutrition

‘Water, the solvent of the body, regulates all functions, including the activity of the solutes it dissolves and

circulates’. (Batmanghelidj, 1997, p.19)

Why is water so essential to l i fe and learning?

31

Besides dissolving and transporting various substances in the body, water:

Is important in maintaining the architecture & polarity of cells

Plays a role in chemical reactions & aids digestion

Plays a role in message transmission in the brain

Contributes to efficiency of protein and enzyme functions

Generates energy

Supports the weight of the upper body

Provides moisture on the surface of the lungs’ air sacs needed for oxygen transmission into the bloodstream

(David, 2005; Reed, 1982; Batmanghelidj, 1997)

32

Discuss: Is sleep important? Why?

How much sleep do people need?

What happens when you don’t get enough sleep:◦ How do you feel? ◦ What effect does inadequate sleep

have on your ability to function?

33

(Carlson, 2001; Sternberg, 2003)

What is stress and how

does it impact learning?

“The way we choose to perceive and process our experiences determines whether we handle them calmly or allow them to

trigger the stress response….We can choose to see any situation as a learning opportunity or as a threat. It truly is our

choice and our children will follow our lead.” Hannaford (2005, p. 186)

34

Eyes look superficially (peripherally)Eyes look superficially (peripherally)

Decrease in dopamine levelsDecrease in dopamine levels

Decrease in receptiveness of thalamus to incoming sensory Decrease in receptiveness of thalamus to incoming sensory informationinformation

May cause tension in neck and shoulders, reducing blood flow to May cause tension in neck and shoulders, reducing blood flow to the eyes, resulting in a decrease in visual functioningthe eyes, resulting in a decrease in visual functioning

Decrease in blood flow to digestive system and cerebral cortex of brain, especially non-dominant hemisphere and frontal lobes

(Hannaford, 2005)

35

Sixty-beat/minute music Slow, rhythmic breathing Visualization exercises Self-talk Positive mental attitude, affirmation Environmental changes

36

The hormonal reaction to light is what causes and promotes the diverse actions of the body and health.

Light triggers our brain and body to start working. The blue range of light helps our bodies become

aroused, alert, attentive and focused. The red/orange range of lights helps our bodies

to begin the process of slowing and ultimately sleeping.

37

Stronger bones and lower cancer risk Trimmer and more healthy kids Improved eyesight Less depression and hyperactivity: Longer attention spans Better at making friends More creative Less “acting out” at home and school Measurably better grades in school A longer lifespan and healthier adult life

38

Coyle, 2010

Problems with: Eye-hand coordination, cursive writing, reading, Eye-hand coordination, cursive writing, reading,

telling time by using the hands of a clock, telling time by using the hands of a clock, speech/articulation, sitting stillspeech/articulation, sitting still

Ignoring non-relevant auditory & visual stimuliIgnoring non-relevant auditory & visual stimuli Performance in physical activitiesPerformance in physical activities Sense of time & balanceSense of time & balance Inconsistency between oral and written workInconsistency between oral and written work

(Goddard, 2005)

39

Arrendell, A. & Irvin, B.B. (2005). Brain gym for educators.

Batmanghelidj, F. (1997). Your body’s many cries for water. Falls Church, VA: Global Health Solutions.

Bear, M.F., Connors, B.W., & Paradiso, M.A. (1996). Neuroscience: Exploring the brain. Baltimore: Williams & Wilkins.

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.

Carlson, N. R. (2001). Physiology of behavior. Needham Heights, MA: Allyn and Bacon.

Coyle, K. (2010). Parents: 10 Reasons Kids Need Fresh Air. Available at: http://blog.nwf.org/2010/01/parents-10-reasons-kids-need-fresh-air/

David, M. (2005). The slow down diet: Eating for pleasure, energy, & weight loss. Rochester, VT: Healing Arts Press.

Diamond, M. & Hopson, J. (1999). Magic trees of the mind: How to nurture your child’s intelligence, creativity, and healthy emotions from birth through adolescence. New York: Penguin Group.

Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. New York: Penguin Group.

40