The Fascinating Brain
Nathan Mikaere Wallis talk 28.6.16
booknathanwallis@gmail.com
Why am I series- about kids born in 1972 in Dunedin- TV1
Previously believed brain smarts was on genetics but now it is believed it is developed in the first thousand days- how much youre spoken to. The brain is in data gathering in the first 1000 days, approx. 2.5-3yrs. The Dunedin study suggests otherwise from what we usually thought, that secondary school would be the most important education. The brain is biologically designed to take in the most in the first 1000 days. Parent staying at home with a child in the first couple years is the most important. Genes to suggest intelligence was just an assumption.
We have a culture that the early years are not important. In NZ the less money gets spent on you for education. However this should be in reverse.
It’s the intimacy and partnership which is the most important. Eldest is likely to be the highest qualified. Enhanced relationships with first borns, only child gets it for even longer. E.g. could speak 50,000 words a day to the first born, but only 30,000 to the second born as running round after a 2 year old. Words from other children do not come into the equation. Its not just language it’s the intimacy. Even the words spoken to other over a baby do not count. Only the words spoken in intimacy to a child, directly to them. Better outcomes from a child staying home the first year as opposed to an ECE with 5 babies to one teacher. Foundation for social skills is from having one relationship with one adult initially- a di-ad. (good social skills because in first 18 months of your life in a pro-social relationship- with 1 person. E.g Mother full of emotion- full of oxytocin. All babies have a primary parent or one main relationship. Shielded from negative emotion, pro-socially in a kind way). In a protected and sheltered environment- no aggressive response from the environment. Earlier start child care the earlier you are receiving an aggressive response- e.g. a baby slapping mum does not get an aggressive response from mu, but another child may hit back.
If a child is scared and upset it will be in its brainstem not cortex so cannot absorb data. Need to respond to child- a child who is responded to by an adult will have more time calm and more chances to absorb data. 1000 days of being neglected will influence a higher use in the brainstem and sacrificed the development of the frontal cortex as their attention has been elsewhere and looking after themselves- survival brain (would have done better 1000 years ago).
1990’s The decade of the brain
-the growth of the frontal cortex is experience dependent
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Structure of the brain.
Weights of the brain- 350 grams new born- 1.2 kg at 3, 1.4 kg to adult. Brain grows a lot in first 3 years (why a 3 year old brains looks so big on a body).
4 brains, frontal cortex is what makes us special as humans, dog can’t do it. Can a dog do it? No-must be brain number 4. NCEA standards etc. language, emotion, logical, see things from others point of few, data gathering. Grow up with brains 1,2, and 3. Frontal cortex is kicking in at 3- grows between 3-11. For about 3 years it shuts off (not completely- seems that way), at 2 and 15 the brain scan looks the same, frontal cortex is shut down (puberty). Just have to look at rates of depression in adolescents. 90% of the brain is in the emotional state. Frontal cortex
1-survival brain
2-education model-movement brain- cerebellum- sport brain (1&2 brain is a reptile)
3-mammal brain, central brain.- emotion. Limbic system. (Mammals- dogs have brain, 1,2,3)- need this to nurture a baby
4-frontal cortex- only way to access brain 4 is through brains 1,2,3.
To understand the relationships in the brain is the stress response- brain stem is aroused you won't get much from the frontal.
To absorb info- cortex needs to be up and engaged. If there was an earthquake or a gunshot the brain stem will go up-survival instinct takes over. To really use your cortex your brain stem needs to be calm. – as one increases the other declines and vice versa. (can do something a hundred times so something becomes automatic when not calm- e.g. teach a turtle 100 times a child will go into a turtle in an earthquake not freeze)
The more a child has an attachment to their teacher and has more of a relationship with a child the calmer they will be in a learning situation situation. Brain stem is in action. Hard to learn from a teacher you are scared of (in the brain stem). Easier to learn of a teacher you enjoy and have an attachment to., will be in the cortex. If being bullied or something is happening at lunch the child will be aroused and in the brain stem. Calm and reingage the student. Keep it as calm as possible in the data gathering stage (1-3 years).
When the brain reaches adulthood- late 20’s. approx. 26 years old. As soon as you apply gender it changes as woman mature faster- approx. 18-24, males reach maturity between 20-32. First born male will get there at 22, second born girl would be 24.
Risk factors are things like having 1 parent instead of 2, being hit as a child, not having a close relationship with family, parent with drug and alcohol prob- negative factors. Dysfunctional child more likely- the more they have the more chances they have. 1 negative does not mean they will be in jail when they’re older.
Resilience factor- parent with good relationship with their parent, family with less than 5 children, musical instrument parent with territory education, speak another language, parent staying home- enough of these factors you end up more highly qualified and being more social. These children can afford to go into care and not be wrecked.
Being a girl is a resiliency factor, being first born is also a resiliency factor. The smallest factor in prison is a first born female. Largest proportion in prison are boys who are not first born. And largest proportion of children with behaviors will be not the first born male. Need to have a dif expectations for girls and boys if the boy is the second born.
Fixing frontal cortex
-Like rolling a ball up a hill- not too late, hope for everyone. Just easier to push a ball down a hill (have it done right at the start)
-younger you are the easier it is.
-the more CATS- the less neuro plasticity.
C-caffeine
A-alcohol
T- Tobacco
S-sugar
Would have to go from the bottom to the top- (it would take longer)
-immerse them in a loved relationship-produce oxytocin (be positive and be flooded with feelings of love)
Brain 1- If you were going to grow the frontal cortex need to make sure the child has a di-actic relationship (one person to first learn to behave with, then see if they can do it with 2 and 3 and so on…) not 4-5 teaches, needs one person first.
Then brain 2- movement brain- rhythmic pattern- what allows you to move to brain 3 and 4.- did this with a baby by rocking them and winding the baby, pushing pram back and forth etc. (Can spot the child with trauma in early years- chew chewing gum to a higher percentage- will give a rhythmic pattern and need to work harder at developing a rhythmic pattern. Or swinging on a chair. Traumatized enough will be looking for a rhymatic pattern
Brain 3- dispositions- ECE sits. Te whariki. Limbic area of the brain needs 1-positive disposition towards yourself as a learner. Need to believe in yourself. Cant skip from meeting needs of a 3 year old (teaching to read) by teaching the needs of a 7 year old. The earlier a child learns abc’s etc does not mean the more successful they will be- this would sacrifice their disposition. Between ages of 3-7 is the most important. The child learning to read at 3 now has less social skills. They should have been out being social at 3. In NZ we have tall poppy syndrome- e.g if you got up and promoted yourself (I’m the best at this) others would think what a ***. In America they talk themselves up. Te-whariki talks about positive dispositions about ones self. Confidence. Knowing abcs etc does not correlate to success at age 32, its about confidence and disposition as a learner.
Child comes to say “I know how to count to 100” mum says “what comes next?” child will not end up with a high disposition of self as a learner. Will not feel confident- will think should of known more. Need to validate what they have done before moving onto next step.
e.g.-you have written a lot of sounds- that’s great… nest steps are…
Do not skip development of brain 1, 2, and 3 and go straight to brain 4.
Discussion:
Giving an ipad to a child is detrimental. Negative data is gathered. If can do it on an ipad does not mean he can do it out of the context of the ipad.
-Developing vision in the first 2 years which is why it is damaging.
-learning and instrument before the age of 7 integrates the left and the right brain. Also relates to why woman can multitask and go from right to left sides of the brain. A male learning an instruments before 7 can mean their brain can be more like that of a female and go between the left and right.
