Review Category : Child Development

Creating Self Reliant Preschoolers

Creating Self Reliant Preschoolers

May 20, 2011 Posted by In Child Development, Parents, Stages of Child Development Tagged , Comments 0

Kids teaching

As a parent, we want to encourage our kids to think for themselves and make smart, positive decisions. But, sometimes, we get stuck on wanting things to be done to our own expectations and a helping hand is offered before the child can think or do something or themselves. And there are those moments where we become “helicopter parents” where more time is spent focusing on directing the child’s behavior instead of nurturing it. The developing brain is an amazing thing, and all these aspects play a role on how it advances. …

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The Teenage Brain

The Teenage Brain

May 18, 2011 Posted by In Brain, Child Development, Educators, Parents Tagged , Comments 2

teenage brain

Once a young adult hits a certain age, several things kick into action. Not only is puberty raging, the brain is going through some amazing changes, too. The thought that the brain was finished developing in the early years is evolving as new studies are finding the teenage brain goes through one last push to keep the brain in tip-top condition, or lose certain functions forever. …

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Language Learning and Age

Language Learning and Age

Apr 26, 2011 Posted by In Stages of Child Development Tagged , Comments 1

second language learning

Language is a funny thing. As parents, we spend many months encouraging our little ones to utter their first words and begin their voyage through language. During the school years, teachers pound proper grammar into kids’ heads. It usually is not until children reach the middle years of their schooling that they are potentially offered the opportunity to learn a second language. But, is it too late? What is the optimal age for learning a foreign language?

The Brain and Learning a Foreign Language

The brain learns in amazing ways. Our brains have many compartments that are in charge of different specialties, such as the left brain covering creativity and the frontal lobe taking care of solving problems. According to the Center for Applied Linguistics, learning occurs without intervention – and introducing a second language to youngsters can be effortless. They find that in the early stages of learning, “neural circuits are activated piecemeal, incompletely, and weakly.” With more experience, those circuits become hardwired and the learning becomes automatic.

For some children, learning a second language happens within the home, through parents, beginning at birth. Children raised in a bilingual environment often have a dominant language, or one that they excel in, that is most often spoken in their everyday life. According to the American Speech-Language-Hearing Association, it is never too early to introduce a child to a secondary language, and learning two languages will not cause any speech or language delay problems for children.

Introducing a Second Language

For those parents that are not versed in two languages, the educational system or personal tutors are looked upon to introduce another language. Even short bouts of intensive foreign language learning at the elementary level sets children up for a positive foreign language learning experience. There are several benefits for introducing young children to a foreign language, such as:

  • The earlier children begin learning a foreign language, the greater the foreign language skill set they obtain. Children that begin learning at an earlier age, and then continue the foreign language study in years to come, have a better chance of developing the secondary language at a higher level of proficiency.
  • Learning a foreign language aides in keeping the brain healthy and boosting brainpower. Learning other languages alters grey matter in the brain, which processes information, just like how exercising creates healthy muscles. Those who learn languages earlier in life are more likely to have more advanced grey matter – meaning they will be better learners in general.
  • According to Kathleen Marcos, writing for Kid Source, children that are exposed to learning a foreign language prior to the onset of adolescence are more likely to have a native-like pronunciation. Along with learning a secondary language, young children also gain important knowledge of other cultures, further broadening their outlook and appreciation of others.

When to Start

But, what is the ideal age for learning a foreign language? It is hard to determine an exact number. Around the age of three, children are ripe for hearing and pronouncing, and are just beginning to grasp their native language. This makes it an ideal time to begin introducing a foreign language. Along with learning about their native language, hearing a foreign language and being encouraged to speak it, aides in the learning of both languages. But, do not expect too much. Take it slow and keep expectations low for a positive language-learning environment.

  • Start by introducing children to music or television in a foreign language within a comfortable environment. Even though you may not think your child is gleaning any information, he is getting his ears used to hearing the language, which sets him up for future foreign language learning.
  • Introduce one word at a time. Most young children are not speaking in complete sentences yet, so it cannot be expected for them to learn a foreign language in the same way. While introducing the word to the child in their native language, say the word in the foreign language also, so the learning happens at the same time.
  • Turn the learning into a game. Find fun ways to use the words for colors or shapes in a foreign language in your family’s favorite game. The next time your child wants to play Bingo, say the letters or numbers in the foreign language and see if he can figure it out. Making learning fun encourages his future enjoyment of learning more of the secondary language.
  • Encourage your child to teach the foreign language he is learning to the rest of the family. This gives your child the role of a foreign language teacher, encouraging his brain to reinforce learning, and the opportunity to practice the skills he has gained. It also boosts his confidence and speaking abilities.

Older Foreign Language Learners

If a foreign language is not introduced until a child is in his teenage years, he is still able to maximize his learning – with some additional help. Once your child has been introduced to foreign language within the school setting, help reinforce learning at home. Often, one short class a week in foreign language isn’t enough to create concrete learning. Spending time with your child reinforcing his learning shares your desire to see his success in learning a secondary language, and offers an opportunity for some quality together time.

It is never too late to learn a foreign language. The adult brain is always ready for new information, and by using repetitive methods and immersion, the older brain is able to absorb new language learning just as well as a young child’s.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

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The Importance of Imaginary Play in Child Development

The Importance of Imaginary Play in Child Development

Apr 26, 2011 Posted by In Child Development, Stages of Child Development Tagged , Comments 1

learn through play

Things are pretty quiet in the other room and you begin to wonder what your child is up to. You sneak a peak around the corner and observe her sitting with a stuffed bunny delicately wrapping its ear with a napkin. You continue to watch as she gently places the wounded stuffed bunny on a blanket and pretends makes a nice pot of hot tea to share. You may think it is just fun and games, but your child is learning through that imaginary play, expanding her vocabulary, and encouraging brain development.

Imaginary Play and Learning

The understanding that playing expands learning and child development is an essential step in helping a child become the best she can be. The concept of play has been around for centuries, with play artifacts dating back to Ancient Egypt, more than 3000 years ago. The found crude dolls, balls, game pieces, and carved animals prove that kids are kids – no matter what time period, or location, they are from. All children are intrinsically drawn to play and learn through the experience. They contain an internal motivation to try new things and copy behaviors of others. A child’s development is enhanced when she is encouraged to explore these new skills through play and rewarded internally through feeling a sense of accomplishment, which inspires further positive learning and behaviors.

While a child is exploring through imaginary play, she is figuring out how things work and learning more about problem solving. Along with imaginary play, a child also experiments with imitative play, or copying the behaviors of others. Through imaginary and imitative play, a child is able to hone important life skills that cannot be taught through flashcards or academic drills. It also encourages the brain to think in new and interesting ways.

Development of Imaginary Play

A child’s first foray into imaginary play is often very repetitive. Around 18 to 20-months of age, she may discover that moving a small plastic animal from one place to another internally motivates her to say the name of the animal and then make a realistic representational noise for the animal. This may not seem like anything amazing to adults, but for the child, her brain development is being heightened through her ability to use her fine-motor skills to grasp and move the toy, her learning connection of knowing the proper name of the animal, and the language skills to make the correct animal noise.

As a child develops, her imaginary play becomes more experimental, and through the learning she obtains from imaginary and imitative play, she is expanding her knowledge of her limitations and abilities. Providing a child with basic props – even a large cardboard box – is a great way to encourage learning and development. Along with imaginary play becoming more complex around the age of three, it also becomes more interactive. This is an awesome opportunity to engage in pretend play with a child and learn more about her learning style.

All children develop and evolve at their own pace. If your child has not hit a developmental milestone at a time you feel is appropriate, do not assert pressure on the child to perform. A child will begin her experimentation with imaginary play when she is ready. If you feel there may be something hindering your child’s development, contact your family physician.

Ways to Encourage Imaginary Play

Encouraging imaginary play is as easy as getting down to the same level as the child. There are three simple ways imaginary play and child development can be encouraged in the home:

1. Create a space. Turn that unused corner of the kitchen or barely used guest room into an imaginary play panacea. Creating a dedicated pretend play spot allows the child to have a play place that will always be there when she is ready. Clearly define the location and remove any items that may interfere with the child’s play or cause concern, such as breakables. As an adult, create a balance between useable space for the home and space for the child while enjoying imaginary play. Placing a dedicated pretend play space next to the china cabinet might not be a successful experience for child or adult.

2. Create time. Our lives are busy, and often the television is turned on or a video game is played for entertainment. Instead of relying on electronics, turn everything off, which encourages the child, and yourself, to enjoy some pretend play. When a child feels motivated to turn to imaginary play instead of the television or a video game, she is motivating her brain and boosting her learning skills. Open-ended play builds a critical cognitive skill called executive function. Just a few of the skills built though executive functions include listening, waiting, self-control, self-motivation, and cognitive flexibility. And, for adults, taking the time to play encourages healthy bonding between a child and an adult, lowers stress, and is plain fun!

3. Provide props. Before heading to the store for the latest and greatest pretend play toys, take a look around the home. Items that may not seem exiting to an adult could turn into an amazing spaceship or antennae for a creative costume. Before tossing out that packing box, why not paint the outside with the child and construct a castle? Bits of fabric can be turned into colorful capes, and paper bags can amazingly be transformed into hats or jackets with some simple cuts and the help of masking tape.

Imaginary play is not only fun, it enhances a child’s development and learning in amazing ways. And, you might find yourself having an enjoyable time, too!

Sarah is an art educator and parent. Visit Sarah’s website here.

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Constructivism and the Developing Child

Constructivism and the Developing Child

Apr 26, 2011 Posted by In Child Development, Educators, Kids, Learning styles Tagged , , Comments 2

learning styles

Through the concept of constructivism, a child is encouraged to learn through determining his own path of knowledge and individual process. Each child is different and special, just like their learning, and constructivism supports the idea that we construct our own understanding of the world we live in through generating rules and ideas based on individual experiences and trial and error. With the learning theory of constructivism, there are no flash cards or standardized tests. Instead, the child is supported to follow his instinct and create his own knowledge and strategies for understanding and learning.

What is Constructivism?

The history of social constructivism leads us back to Lev Vygotsky and his social theories of learning. His studies found that a child often successfully accomplished new tasks while working in collaboration with an adult instead of on his own. This does not mean the adult is teaching the child how to solve problems, but in the act of the adult engaging with the child, the learning experience improves and offers the child the ability to refine thinking and perform effectively. It is the idea of “can do” versus “cannot do” and offering the child opportunities to change to the “can do” attitude with supportive, individual adult input.

By combining the idea of social and cognitive constructivism, the child is able to develop in positive ways. Social constructivism emphasizes the learning a child accomplishes through interaction with others and outside experiences. Cognitive constructivism is based on a child’s developmental stages and individual learning style. As stated before, each child is different and when his specific learning style is determined, his ability to learn is enhanced, especially when adults are able to fine-tune teaching to fit his specific learning.

Teaching with Constructivism

The educational system is not conducive to comfortably support constructivism in the mainstream classroom. But, there are small things educators, and parents, can do to support a child’s learning and development through constructivist theory. It is thought that most educators view learning as an objectivist theory, with the belief that learning exists outside of the bodies of learners residing in books and other educational documents. This leads to curriculum being based on teaching the child through textbooks instead of through experience. Through constructivism, the main way of learning is the senses, causing the brain to build a full understanding of the surrounding world. This leads us back to the understanding that each child is an individual creating unique responses and experiences.

With testing being the popular way to determine a child’s knowledge base, constructivism encourages the concept of experience and interaction. The process of learning through doing and engaging is the goal. Also, understanding each individual child’s prior-knowledge is key, used to build and grow adult interactions and teachings. This encourages greater bonds between adult and child, and deeper educational experiences resulting in higher knowledge and self-esteem.

Ways to Integrate Constructivism

Introducing constructivist theory may seem like an unattainable goal for the classroom, but educators can make a difference through making simple changes and a bit of extra time. Parents can benefit from doing the same thing, creating a positive environment where the child is encouraged to explore and build his knowledge base through constructive ideals.

Take time to talk: It’s challenging in a bustling classroom to cover topics required by state standards of learning and maintain requirements of the school, but shortening lectures and book study and adding more interaction and discussion is one way to offer each student the opportunity to take part in learning. Including activities that encourage the student to apply their existing knowledge and real-world experiences promotes constructive learning. A healthy class debate is always a wonderful way to talk things out and hypothesize new ideas and problem solving.

In the home, take time to talk through problems and encourage conversations at the dinner table, discussing new and exciting topics. And, do not forget to ask lots of open-ended questions!

Doing is learning: Get out of the classroom and use those senses for learning! This goes for the home environment, too. As a population, we get caught up with the Internet and other social media as ways of entertainment and education. The big textbook has been replaced with surfing the web. Turn to the great outdoors, along with real-life social interactions for learning and growth. Taking students into the real world to test their ideas and knowledge benefits constructive learning and understanding. Encourage a group discussion to finish the lesson after the out-of-classroom experience. And, parents can do the same by getting out of the house for a simple nature walk.

Ditch your expectations: Constructivism is not about test results and rote learning but about developing the child’s senses and understanding of the world around him. Find ways to encourage that learning through doing activities that are free of set limits and end results. Allowing a child to experiment with open-ended activities encourages creativity and self-esteem. If talking about weather systems, have students create a colorful weather collage. When discussing architecture, brainstorm as a group ways for building better covered bridges. Not only is the child developing his brain in amazing ways, he is pushing his senses to the limits, learning more about his strengths and weaknesses and then making adjustments. Offering pre-tests allows for the teacher to gain understanding of student’s existing knowledge, aiding in creating educational lesson plans.

In the home, direct open-ended questions without pressure or expectations. Use language focused on learning, instead of on results such as grades, to instill confidence.

Introducing constructivist theory into the home or classroom is easier than one might think and offers fantastic benefits for both child and adult.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

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Observational Learning and the Young Child

Observational Learning and the Young Child

Apr 26, 2011 Posted by In Child Development, Learning styles Tagged , Comments 0

observational learning

Observational learning is what it sounds like, learning through observing. The old saying, “monkey see, monkey do,” is fitting when discussing this learning theory. With the child’s internal motivation to learn and accomplish new things, observational learning is the first way of exploring her abilities. She see’s a caregiver’s smile and reciprocates it. She hears her parents’ voices and mimics the sounds. Observational learning allows the brain to tap into its inner need to excel and advance at the most basic level – watching and doing.

Observational Learning and The Brain

Albert Bandura, a leading researcher in the area of observational learning, is well known for his bobo doll studies dealing with observational learning in the early 1960’s.  He created a movie of a young woman hitting, kicking, and yelling at a blow-up doll.  After showing the film to a group of young kindergartners, they were sent to a playroom filled with bobo dolls. As one might guess, the children copied the modeled behavior, and aggressively hit and kicked the bobo dolls. The realization that the children changed their behavior without reward didn’t fit with traditional behaviorist thinking of the time, and Bandura labeled the learning “observational” or “modeled learning.”

Along with observing and doing, Bandura combined the cognitive and operant view of learning to formulate a four-step pattern seen in observational learning.

  1. Attention – something is noticed within the environment and the individual is attentive to it.
  2. Retention – the behavior is noted and remembered.
  3. Reproduction – the individual copies or emulates the behavior that was observed.
  4. Motivation – the environment provides a consequence that changes the chances the behavior is repeated through either positive or negative praise or punishment.

The mirror neuron theory along with observational learning encourages an individual’s desire to sympathize and also respond similarly when behavior happens. Mirror neurons are a collection of brain cells that fire when an individual observes someone making the same movements as her own, causing a reaction. For example, when observing someone folding a sheet of paper and receiving a paper cut, one often flinches in sympathy. This plays a role in observational learning. Just as a child learns from observing others, her brain is ready to respond in ways from observing other’s responses from actions. Also, mirror neurons are fired when making faces in response to others, such as smiling when someone else smiles, or frowning in disapproval as someone else does.

Observational learning takes place automatically, and begins at birth, which means it is a powerful learning tool and way to shape a young child’s mind. A parent is the first model to a child, and in later years, friends and other adults offer the child models for establishing learning and behavior. And, observational learning can be one of the most powerful strategies for modifying or shaping behavior.

Behavior and Observational Learning

When a child is in a situation where a peer or an adult exposes her to a new behavior, she is attentive to what is new and often tries the behavior for herself – sometimes with not such positive results. As adults, it is our role to jump in and model the behavior desired to assist with promoting appropriate outcomes. Often, an adult becomes frustrated when a child misbehaves but forgets to look at his or her own actions. If the adult models yelling when angry, and then punishes the child when she yells in anger, the adult is not taking into consideration observational learning theory.

Modeling behavior is the first step in observational learning and sometimes it is hard to remember to follow your own rules and regulations, whether in the home or the classroom. If you ask a child not to eat in her room, but she sees you enjoying a snack in bed, she is getting mixed messages. A child often benefits from observing others perform tasks successfully, encouraging her own behaviors and decision-making. Aiding a child in accomplishing a challenging task, like tying her shoes by modeling how it is done, is an example. It is beneficial for the child to be exposed to several models, which helps break stereotypes and preconceptions.

Along with holding attention while modeling behavior, following with proper motivation is key. Setting realistic expectations for children, as well as explaining them in detail, offers the ability for the child to feel she can succeed along with building self-esteem. Also, clearly defining consequences can aide in increasing positive behaviors.

As adults, we can take the time to model behaviors we desire from children and young adults, which benefits all. Along with modeling positive behaviors for youngsters, spending time communicating clearly and defining consequences creates a comfortable environment for observational learning.

Sarah is an art educator and parent. Visit Sarah’s website here.

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Meditation and Memory Development of the Young Child

Meditation and Memory Development of the Young Child

Apr 26, 2011 Posted by In Brain, Child Development Tagged , Comments 5

meditation for kids

The mind is an amazing thing and doesn’t seem to ever get a rest – even during sleep.  The body gets recharged during those dark and quiet hours of the night, but young minds could use a bit of focus and concentration to help improve memory and understanding. That is where meditation comes in. And, meditation is not just for Buddhist monks and health gurus. It is starting to be recognized as a way to improve brain function and the young developing mind.Meditation has been around for quite some time, with the first references as far back as 5000 years ago. Buddhists and Hindus are considered the original groups that tapped into the power of meditation and helped spread its popularity across cultures and continents. Many think of chanting, swaying, and odd behaviors when imagining meditating, but do not understand that even sitting quietly for a short amount of time helps focus the mind and encourage memory. Even the Beatles spent some time with the holistic healing concepts of meditation, helping to bring the idea of meditation into the mainstream of modern America.

Benefits of Meditation

Research has proven that meditation aids the brain in multiple ways. Not only does meditation promote self-discipline and inner awareness, it also affects the brain. The University of Wisconsin discovered mental experiences achieved during meditation creates brain activity in the left-prefrontal cortex, creating inner coordination and concentration in the brain. The prefrontal cortex takes information from all the five senses to help make decisions and create strong memories. Through meditation, the brain builds better memory, understanding and comprehension. And, just like playing golf or practicing the piano, you get better the more you do it.

A recent study found meditation encouraged blood flow to the brain, improving memory in adults with specific memory problems. Participants spent 12 minutes daily for eight weeks practicing Kirtan Kriya meditation, a form of meditation that involves sitting and chanting. Results found participants had improved memory abilities and that mild memory problems were deterred from progressing to a more severe state.  And it is not just older folks benefiting from meditation.

The active child benefits from meditating to calm the mind so it can focus and build memory. Schools are getting involved in using meditation for better success in the classroom and resolving conflict. Private schools, such as Yoga Works in Laguna Beach, California, offer classes to youngsters on how to meditate positively and use meditation to assist with stress relief and thrive in academics. According to ParentingOC, studies published in the Journal of Applied School Psychology find meditating beneficial to students as young as first grade. Meditation before school or at the end of the day helps the child focus and concentrate on concepts and situations he may be working through or wanting to remember. Being taught meditation concepts early in life offer the child the ability to have a life-long skill to build brain function and retention.

Not only does meditation encourage memory function and healthy brain function, but also traditional meditation concepts encourage mindfulness. Children in inner-city schools in Oakland are starting their days with the striking of a Tibetan singing bowl to encourage mindful awareness. During an eight-week classroom experiment, children were led through meditation practices to induce inner-awareness, kindness, and thoughtfulness. Kids were less stressed and more open minded when dealing with frustrating situations. The children found they had knowledge of how to solve problems within themselves, leading to better self-esteem and understanding of others.

Practicing Meditation with Kids

Whether in the classroom or at home, a meditation routine can easily be started that will encourage learning, relaxation, focus and clarity. Children as young as three can practice meditation, but expect sessions to last only a couple of minutes. Finding a quiet spot is the first step and set a schedule so that the child knows when meditation time takes place. Once everyone is ready, try:

-Ringing bell meditation: Have the child sit in a crossed-leg position with his eyes closed. Ask the child to focus on using his sense of hearing to listen for a bell and the whole sound it creates. Then, gently ring a bell and, once the sound of the bell has finished, invite the child to open his eyes and discuss the sound the bell made, encouraging active listening. After practicing listening to the bell for several meditation sessions, lead the child through active listening for sounds he hears around him while sitting in silence.

-Breathing to the beat: Deep breathing helps relax the body and circulate blood and energy throughout the body. Select music that is calm and has a slow regular beat and invite the child to sit in a crossed-leg position with his eyes closed. Now, invite him to slowly breathe deeply to the beat while concentrating on the movements his body makes while inhaling and exhaling. Once the song is over, discuss with the child how his body feels. He can use the technique to calm or focus his body without the music by closing his eyes and counting five deep breaths in a quiet corner.

-Directed imagination: Use directed discussion to help lead the child through imagining working through issues or situations – or for general relaxation. Invite the child to find a comfortable spot sitting with his eyes closed. After he has taken a minute to breathe deeply and relax, guide him through directed imagination by asking him to imagine walking on the beach or sitting in the sun. Then, once the child is calm, he can be led through imagining dealing with challenging situations, like memorizing skills for an upcoming test or dealing with a bully at school.

Meditation not only builds the brain and aids in relaxation, but also encourages the young child’s imagination and development. Spending time focusing on meditation is an opportunity to help a child learn to focus and build memory skills as well as to enjoy some quality time together.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

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Kinesthetic Learning Style and the Young Child

Kinesthetic Learning Style and the Young Child

Apr 26, 2011 Posted by In Brain, Child Development Tagged , Comments 1

Kinesthetic Learning

Kids are active, some more than others. And, occasionally, those active kids are labeled as difficult students or challenged learners. This is not always the case. Those wiggly kids might need a bit more attention due to being kinesthetic learners, or children that best understand new information when learned in a physical way or by working things out tactilely. Kinetic learners are also considered tactile learners, which means the act of touching and using the hands and body is additionally beneficial to learning.There are three different types of learning – visual, auditory, and kinesthetic. Visual learners learn through visual activities, auditory best through listening, and kinesthetic through movement and activity. Characteristics of a kinesthetic learner include enjoying participating in sports and physical activities, having good coordination skills, using hands to gesture often, and enjoying spending time outdoors. These are wonderful characteristics for a child along with a motivating force to continually participate in physical activities with your child. But, along with having positive attributes, being a kinesthetic learner also has some aspects that can be demanding.

Kinesthetic learners are often easily distracted by others, have difficulty sitting or staying in one place long, and find moving while learning to be beneficial and even necessary in some cases. Educators and parents may tag these traits as problematic when in actuality the child’s learning style has not been taken into consideration. Once it is understood that the child is a tactile/kinesthetic learner, there are easy ways parents and educators can adapt teaching and parenting moments to aid in learning and development.

Kinesthetic Learning in School or Home

According to FamilyEducation.com, most school-aged children benefit from kinesthetic learning activities where touching, feeling, and experiencing is allowed, especially at the preschool and kindergarten level. As the child develops, her personality and learning style evolves, and parents and educators can specify through observation and interactions what type of learning style best fits the child.  But, even if a child is a visual or auditory learner, tactile and kinesthetic learning experiences are still beneficial just as visual and auditory activities also benefit kinesthetic learners.

When teaching and learning with a kinesthetic child there are simple ways parents and educators can tap into the child’s inner need to move and touch. Try tactics such as:

Take Five: Kinesthetic learners can easily be led off track by what is happening around them. Within the classroom, create a spot where kinesthetic learners can go to take a break when they are feeling overwhelmed or distracted. They can count and do ten jumping jacks, set a timer for one minute and see how many times they can hop in place, or rock in a rocking chair for an allotted amount of time. Encourage the child to do activities quietly so as  not to disturb other children within the classroom. Or, if at home, take short study breaks often with your child and do a quick dance party or game of Head, Shoulders, Knees and Toes.

Take Notes: Either at home or in the classroom, offer a pencil and paper to the kinesthetic learner to take notes or draw while learning. This offers the child the opportunity to stay active but in a contained and controlled way. Also, the act of writing encourages the child to remember learning facts and stay motivated. Along with a paper and pencil, offer a colored marker for the child to underline facts they find most important or interesting while writing. This way when she goes back to take another look at her notes, she’ll focus on the items that she highlighted.

Stay Active: Integrate movement activities or hands-on opportunities while introducing information to the kinesthetic child. Playing physical games are a wonderful way to learn math concepts. Try throwing and catching a ball while counting, or adding and subtracting the amount of baskets a child can make. Within the classroom, integrate clapping while singing the A,B,C’s or saying the multiplication tables. At home the child can head outdoors and jump rope while being quizzed on spelling words for an upcoming test.

Kinesthetic children are tactile, vivacious, energetic, and enthusiastic. They just need a helping hand to lead them in learning, as well as opportunities to move their bodies within the environment.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

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Peer Pressure and the Young Adult’s Brain

Peer Pressure and the Young Adult’s Brain

Apr 26, 2011 Posted by In Brain, Child Development Tagged , Comments 1

Observational Learning

Throughout life there are many times when outside influences change or influence decision-making. The young child has inner motivation to learn and explore, but as he matures, finds outside sources to be a motivating force for development, as well. Along with being a beneficial influence, there are moments when peer pressure can  overwhelm a child and lead him down a challenging path. And, peer pressure is a real thing – it is not only observable, but changes the way the brain behaves.

Observational Learning

As a young adult, observational learning plays a part in development through observing and then doing. A child sees another child playing a game in a certain way and having success, so the observing child tries the same behavior. Albert Bandura was a leading researcher in this area. His famous bobo doll studies found that the young child is greatly influenced by observing other’s actions. When a child sees something that catches his attention, he retains the information, attempts to reproduce it, and then feels motivated to continue the behavior if it is met with success.

Observational learning and peer pressure are two different things – one being the observing of behaviors and then the child attempting to reproduce them based on a child’s own free will. Peer pressure is the act of one child coercing another to follow suit. Often the behavior being pressured is questionable or taboo, such as smoking cigarettes or drinking alcohol.

Peer Pressure and the Brain

Recent studies find that peer pressure influences the way our brains behave, which leads to better understanding about the impact of peer pressure and the developing child. According to studies from Temple University, peer pressure has an effect on brain signals involved in risk and reward department, especially when the teen’s friends are around.  Compared to adults in the study, teenagers were much more likely to take risks they would not normally take on their own when with friends. Brain signals were more activated in the reward center of the brain, firing greatest during at risk behaviors.

Peer pressure can be difficult for young adults to deal with, and learning ways to say “no” or avoid pressure-filled situations can become overwhelming. Resisting peer pressure is not just about saying “no,” but how the brain functions. Children that have stronger connections among regions in their frontal lobes, along with other areas of the brain, are better equipped to resist peer pressure. During adolescence, the frontal lobes of the brain develop rapidly, causing axioms in the region to have a coating of fatty myelin, which insulates them and causes the frontal lobes to more effectively communicate with other brain regions. This helps the young adult to develop judgment and self-control needed to resist peer pressure.

Along with the frontal lobes contributing to the brain and peer pressure, other studies find that the prefrontal cortex plays a role in how teens respond to peer pressure. Just as with the previous study, children that were not exposed to peer pressure had greater connectivity within the brain as well as abilities to resist peer pressure.

Working through Peer Pressure

The teenage years are exciting years. The young adult is often going through physical changes due to puberty, adjusting to new friends and educational environments, and learning how to make decisions for themselves. Adults can offer a helping and supportive hand to young adults when dealing with peer pressure by considering the following:

Separation: Understanding that this is a time for the child to separate and learn how to be his own individual is important. It is hard to let go and allow the child to make mistakes for himself, especially when you want to offer input or change plans and actions, but allowing the child to go down his own path is important. As an adult, offering a helping hand if things go awry and being there to offer support is beneficial.

Talk it Out: As an adult, take a firm stand on rules and regulations with your child. Although you cannot control whom your child selects as friends, you can take a stand on your control of your child. Setting specific goals, rules, and limits encourages respect and trust, which must be earned in response. Do not be afraid to start talking with your child early about ways to resist peer pressure. Focus on how it will build your child’s confidence when he learns to say “no” at the right time and reassure him that it can be accomplished without feeling guilty or losing self-confidence.

Stay Involved: Keep family dinner as a priority, make time each week for a family meeting or game time, and plan family outings and vacations regularly. Spending quality time with kids models positive behavior and offers lots of opportunities for discussions about what is happening at school and with friends.

If at any time there are concerns a child is becoming involved in questionable behavior due to peer pressure, ask for help. Understand that involving others in helping a child cope with peer pressure, such as a family doctor, youth advisor, or other trusted friend, does not mean that the adult is not equipped to properly help the child, but that including others in assisting a child, that may be on the brink of heading down the wrong path, is beneficial.

By Sarah Lipoff. Sarah is an art educator and parent.  Visit Sarah’s website here.

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