Children's Minds

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This means that it’s important for professionals to recognise the load that parents and carers might be carrying, provide appropriate support and work with families to reduce unnecessary weight and strain. positively reinforce children’s vocalisations: children repeat behaviours when they are praised, which helps shape their babbles into words (Crowley, 2017). Early experiences build the foundations of our brains. Like a house is built step-by-step – first laying the foundations, then creating the rooms and wiring the electrical system – our brains are built in a similar way. Children are born ready to learn, and have many skills to learn over many years. They depend on parents, family members, and other caregivers as their first teachers to develop the right skills to become independent and lead healthy and successful lives. How the brain grows is strongly affected by the child’s experiences with other people and the world. Nurturing care for the mind is critical for brain growth. Children grow and learn best in a safe environment where they are protected from neglect and from extreme or chronic stress with plenty of opportunities to play and explore.

Child’s Mind - Association for Psychological Science Inside a Child’s Mind - Association for Psychological Science

Like improving or rebuilding the architecture of a house – refurbishing rooms, strengthening foundations – the brain can also be improved and rebuilt following childhood trauma through an active process of maintenance and care from supportive, trusted adults. Kendall-Taylor, N and Stanley, K (2018) Seeing context through metaphor: using communications research to bring a social determinants perspective to public thinking about child abuse and neglect. International Journal of Environmental Research and Public Health, 15(1): 8-14. 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.' Some overloaded parents may be reluctant to ask for help for a number of reasons. For example, they might be worried their child will be removed from their care (National Commission on Domestic and Sexual Violence and Multiple Disadvantage, 2019).

Before I started my new job I wanted to try and get some idea of how children's minds work. This book was recommended to me - it's short and easy to read, and conveys a lot of information in language that is clear and easy to understand. Donaldson looks at the Piagetian theory of child development in terms of mental abilities and comprehension of concepts such as conservation, and uses examples from research to show what children are actually able to do in practice. Despite not reading it that long ago, I can't remember any specifics, but do remember an overall theme that suggests that children are capable of a lot more than Piaget (and others) may have initially given them credit for, and that tasks are made considerably easier for them when you place them in context and use appropriate language. This was the take home message for me really. Not really that much of a surprise I suppose, but something that I think could be easily overlooked (certainly in my case as I'm used to working with adults). Every day, we manage various demands on our attention, from paying attention and controlling impulses, to managing emotions and prioritising tasks (Shonkoff et al, 2011). Some stress can be ‘positive’, such as solving problems or preparing for an exam. With adult or peer support, these experiences can help children develop coping and concentration skills that will help in later life. allow the child to ‘serve’ – follow their focus and return their serve with support and encouragement

Children’s Minds by Margaret Donaldson | Waterstones

Discover how sensitive, responsive parenting can help to build bonds between children and their caregivers Learn how to build strong brain architecture through serve and return interactions in our face-to-face training 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.

Shonkoff, J.P. et al (2004) Young children develop in an environment of relationships (PDF). Cambridge: Center on the Developing Child, Harvard University. By using each of the six metaphors, separately and together, you can help parents, carers and communities understand how to build a healthy environment in which children’s brains can develop. Having caring relationships and access to support services can reduce the harmful effects of negative experiences and help a child’s brain develop in a healthy way (Shonkoff et al, 2015). The air traffic control system in a child’s brain is also known as ‘executive function’: the system that manages social and cognitive skills. Children depend on these emerging executive function skills as they learn to read and write, develop arithmetic skills and interact with peers (Shonkoff et al, 2011). Physical development is supported by moving and handling objects and toys and moving to music. Literacy is encouraged by writing making marks. Musical activities are good for communication skills in speaking, listening and understanding and personal, social and emotional development. Making a house for a superhero