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Title of Presentation To THREE Early connections Last a lifetime

Unit 6: Understanding Behavior

f!IP.w pennsylvania 'il,jJ/ OFFICE OF CHILD DEVELOPMENT AND EARLY LEARNING

The Growing Brain - Behavior

Leadership Institute on Supporting Social/Emotional Development Nov. 15, 2018

Beth Friedman, Heidi Wettlaufer - EITA Consultants

>Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Acting Secretary of Human Services

1 Understand basic brain anatomy . •

•

•

4.

Understand the connection between the various areas of the brain and how these connections are expressed through behavior .

Understand the key factors that influence behavior .

Understand the root causes of challenging behaviorand effect ive strategies for helping children with these difficulties.

Learning and Discussion Outcomes

• What is Zero to Three “The Growing Brain” Curriculum? How does this session’s focus on behavior fit in?

• Consider and determine the relevance of this information to your work (considerstaff, families, early childhood partners). How can you access the training?

• How may we integrate this information with existing initiatives?

Unit 6 Objectives:

No time today

Copyright © 2017 ZERO TO THREE. All rights reserved. 1

Unit 1: The Grow ing Brain - The Basics Handouts

Unit 2: The Grow ing Brain - The Factors Affect ing Brain Growth and Development Handouts Parent Hando ut

Unit 3: The Grow ing Brain - Communication and Language Development Handouts Parent Hando ut

Unit 4: The Grow ing Brain- Cognit ion and Executive Function Handouts Parent Hando ut

Unit 5: The Grow ing Brain- Social-Emot ional Development Handouts Parent Hando ut

---._. • ...,Unit 6: The Grow ing Brain- Understanding Behavior Handouts Parent Hando ut

Unit 7: The Grow ing Brain- Everyday Play Handouts Parent Hando ut

What is Zero to Three “The Growing Brain” Curriculum? How does this session’s focus on behavior fit in?

Typically 3 hour sessions


EITA Growing Brain Trainers

East

• Donna Miller

Central

• Aimee Newswanger

• Mike Brink*

West

• Beth Friedman

• Janet Gmiter

• DeVoka Gordon

• Heidi Wettlaufer

• Jodie Holberg


Warm-Up Activity: Tuning in to Your Triggers ZERO To THREE


Newborn brain 12 oz to 14 oz

(less than a pound)

Adult brain 2 lbs 14 oz to 3 lbs 8 oz


Experiences Shape the Structure and Functioning of the Brain

• 1 million neural connections per second

• Influenced by early experiences

At Birth 6 Years Old

ZERO To THREE

14 Years Old


Overview of Brain Anatomy

• Cerebral cortex

• Brain stem (midbrain and hindbrain)

• Limbic system

Cerebral Cortex

ZERO To THREE

Cerebrum

Hypothalamus ___>:;;.- _ Amygdala / _

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M~•~ / ~ Brain Stem ""'.':;,"'°"""' / \


Overview of Brain Anatomy: Brain Stem

• Hindbrain + midbrain

• Connections

• Controls reflexes and involuntary processes

• "Fight, flight, or freeze" response

ZERO To THREE

Brain Stem {Midbrain + Hindbrain) Lower order functions


Overview of Brain Anatomy: Limbic System ZERO To THREE

• Beneath the cerebrum

• Emotions, many higher mental functions

• Matures over time

Cerebrum

Hypothalamus

Amygdala /

[

Midbrain 1/ ~ Brain Stem Pons /

Medu lla Oblongata

Hippocampus


Overview of Brain Anatomy: Hypothalamus

Controls:

• body temperature

• thirst

• hunger

• circadian rhythm (sleep/wake cycle)

• moods

(Society for Neuroscience, 2016)

ZERO To THREE


Overview of Brain Anatomy: Amygdala

• Important in analyzing, perceiving, and expressing emotion.

• Undergoes significant structural and functional development across infancy and early childhood

(Callaghan & Tottenham, 2016; Society for Neuroscience, 2016).

Amygdala

ZERO To THREE


Overview of Brain Anatomy: Hippocampus

• Long-term memories

• Memories of location

• Develops throughout life

(Society for Neuroscience, 2016)

ZERO To THREE


Overview of Brain Anatomy: Cerebral Cortex

• The outer layer of the cerebrum

• Four lobes

• Frontal lobe

• Parietal lobe

• Temporal lobe

• Occipital lobe

• Advanced activitiesplanning, decision making

• Not fully developed until the mid-20s

• (Society for Neuroscience, 2016)

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ZERO To THREE

Cerebral Cortex


Overview of Brain Anatomy: Frontal Lobe ZERO To THREE

• Decision making

• Critical thinking Frontal Lobe

• Personality

• Planning


Overview of Brain Anatomy: Parietal Lobe ZERO To THREE

• Sensory processing

• Integration of information Parietal Lobe


Overview of Brain Anatomy: Temporal Lobe

• Hearing and selective listening

• Understandingspeech

• Makes sense of all the different sounds

Temporal Lobe

ZERO To THREE


Overview of Brain Anatomy: Occipital Lobe

• Makes sense of visual information

ZERO To THREE

Occipital Lobe


The Brain's Role in the Development of Self-Regulation

• Anterior cingulate: receives and coordinates messages from many brain regions to regulate both cognitive and emotional processes.

• Control over impulses starts around 3 years old but is inconsistent.

Anterior Cingulate

ZERO To THREE

Cerebral Cortex


Cortex

Limbic System

Brainstem

Spinal Cord


Hand Model of the Brain: Dan Siegel, MD

https://www.youtube.com/watch?v=gm9CIJ74Oxw


https://www.youtube.com/watch?v=gm9CIJ74Oxw

Summary of Brain Anatomy: Behavior and the Brain

Frontal Lobe

Temporal Lobe

Brain Stem

Parietal Lobe

Occipital Lobe

Cerebellum

Hypothalamus

Amygdala

Brain Stem [M~~a;n'i ~ Pons /

Medulla Oblonga ta

ZERO To THREE

Cerebrum

Hippocampus


Prevention : Some Children

Integrating Brain-based Learning Concepts

Protective Factor: Knowledge of Parenting and Child Development

Center for the Study of Social Policy’s Strengthening Families – A Protective FactorsFramework.

https://www.cssp.org/young-children-their-families/strengtheningfamilies/about

https://www.cssp.org/reform/strengtheningfamilies/2015/Core-Meanings-of-the-SF-Protective-Factors-2015.pdf

Behavior Pyramid – Nurturing and Responsive Relationships & Supportive Environments

23

https://www.cssp.org/young-children-their-families/strengtheningfamilies/about

https://www.cssp.org/reform/strengtheningfamilies/2015/Core-Meanings-of-the-SF-Protective-Factors-2015.pdf

Learn the Signs. Act Early.

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You can follow your child 's development by watch ing how he or she plays , learns, speaks , and acts.

Look inside for milestones to watch for in your child and how you can help your child learn and grow .

Integrating Brain-based Learning Concepts

CDC – Milestone Moments https://www.cdc.gov/ncbddd/actearly/freematerials.html

24

https://www.cdc.gov/ncbddd/actearly/freematerials.html

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• Expression is influenced by developmental age and stage, temperament, and environmental factors, which provide clues to meaning.

• Effective response depends on understanding why behaviors occur.


Child's age and stage:

• Abilities in all domains: cognitive, language/communications, socialemotional, physical

• How do skills and abilities affect behavior?

Keep in mind that children under 3 years old:

• are driven by emotions, not logic;

• want and need some sense of control over the world; and

• have very little self-control.


Development of Self-Control/Self-Regulation

• Self-control/self-regulation-control over attention, emotion, thinking, and behavior

• An important aspect of executive functioning (Diamond, 2006).

ZERO To THREE


• Temperament accounts for how children approach the world.

• Temperament is brain based, part of our biological makeup.


• Activity level

• Distractibility

• Intensity

• Regularity

• Sensory threshold

• Approach/withdrawal

• Adaptability

• Persistence

• Mood


Temperament Shapes Behavior ZERO To THREE

• Brain-based

• A foundation for personality

• Influenced by experience

• Goodness-of-fit

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The Importance of a Child's Sensory Threshold ZERO To THREE

• Processing varies in each child and affects behavior.

• For example, one child happily plays in the indoor gym, while another is overwhelmed by all the noise and activity and plays alone in a corner of the room to protect herself from the sensory overload she is experiencing.


Environmental Factors/Context ZERO To THREE

• Children's experiences in the world have a significant impact on their behavior:

• quality of early attachments

• quality of maternal caregiving

• poverty

• parents' reactions to children's challenging behavior/the transactional process

• alcohol exposure in utero

• parental abuse or neglect


• Significant changes can result in behavioral changes

• Changes in everyday routines

• Ongoing stress


Understanding Challenging Behaviors

H,:maout 6.S

The Meaning of Behavio r

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.. Copyright © 2017 ZERO TO THREE. All rights reserved. 34

Any questions? Thank you for participating

Beth Friedman – [email protected] Heidi Wettlauffer – [email protected]


mailto:[email protected]

mailto:[email protected]

Managing Challenging Behaviors ZERO To THREE

Guiding Principles:

• Recognize that children aren't being "bad" on purpose.

• Feelings aren't the problem; it's what we do with our feelings that can become problematic.


Responsibility/Role of Providers ZERO To THREE

• Caregivers help children handle strong emotions.

• Adults must maintain self-control.


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Staying Calm and Nonreactive ZERO To THREE


Staying Calm and Nonreactive ZERO To THREE

• "Don't just do something, stand there." (Jeree Pawl)

• Highly charged, emotional reactions can be obstacles to helping children get calm and learn important coping skills.

• Avoid flipping your lid!


• Practice deep breathing.

• Practice self-talk.

• Ask for help !


Heading Off Challenging Behaviors ZERO To THREE

• Establish close, open communication with parents.

• Look for patterns in children's reactions over time and make adaptations.

• Adapt the environment and structure of the classroom.


Approach to Dealing With Challenging Behaviors ZERO To THREE

• Stay calm.

• Have a plan.

• Components of an empathic and effective plan:

• Validate the child's feelings.

• Set the limit. Make the focus following the rule.

• Offer acceptable choices.

• Allow space for recovery.

• Debrief when the child is calm.


Positive Behavior Support

Social Emotional resources Linked on the EITA Portal http://www.eita-pa.org/sedevelopment/

Center Based Resources – Teaching Social Skills


http://www.eita-pa.org/sedevelopment/

When to Consider Further Assessment ZERO To THREE

• Consider further assessment when:

• you notice a marked change in a child's behavior; and

• the behavior is interfering in a child's ability to learn, develop healthy relationships, and function effectively in the classroom.

• Have local resources at the ready (for yourself and for parents)


I • Various areas of the brain are involved in young children's behavior

communicating through networks shaped by the child's experiences.

• How behaviors get expressed is influenced by several key factorsdevelopment, temperament, and environment-that shape how children process and react to the experiences they have in the world.

• Challenging behavior in very young children can evoke strong emotional reactions for those involved.

• It is important to observe and try to understand the meaning of behaviors and respond in a sensitive, supportive, and nurturing fashion.

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