From the Lab to the Play and Classroom: How Brain Imaging Is Helping Kids

March 16, 2012 By Leave a Comment

University of CaliforniaNeuroeducation holds the promise of a revolution in childhood development: by understanding how the brain grows and develops, we can figure out how to help prepare a child to learn.

But the promise of neuroeducation has only become possible because of advances in our ability to look inside the brain. The scientists at The University of California are using it to their advantage.

“It’s not that we’re going to scan every child’s brain and determine from there what kind of intervention or class they should be placed into,” says Silvia Bunge, a professor at the Helen Wills Neuroscience Institute at UC Berkeley. “It’s more a proof-of-concept line of research. Showing that, what do you know, after a few months of a specific training we can see – we can measure – changes in the child’s brain structure and or brain functioning.”

Using Games To Impact the Brain

Researchers at UC are using games to better educate children in early concepts and skills including geometry, fractions, reasoning and processing skills. The children involved were also given brain scans showing a correlation between brain development and intellectual ability.

“In another study, she found that 25 percent of children, when given a task dealing with weights and balances, performed at an adult level while 25 percent of adults performed at a child’s level. She says by itself this is a fascinating bit of trivia. However, using neuroimaging, she discovered that performing at different levels was directly linked to different brain networks, regardless of whether it was a child or an adult. Not only does this show that a different brain system is used for advanced reasoning, it allows Rivera to pinpoint the moment of mastery.”

Helping Kids Who Need Help

Neuroimaging is not stopping at education; brain scans are also being conducted to better understand mental illness and deficiencies

“We’re beginning to get a handle on why kids with ADHD think it’s such a great idea to throw a spitball in classroom even if they know they’re going to get in trouble later.” says Steve Hinshaw, psychology professor at UC Berkeley. “Neuroimaging techniques have shown that maybe the core, underlying deficit isn’t just that you don’t pay attention but that you value immediate reward far more than long-term consequences.”

The Brain Power Conference, being held May 3-4 in Toronto, will explore all of these issues and more. The conference will bring leading neuroscientists together with teachers, parents, and professionals to answer the question: as we continue to better understand how the brain works, what does it mean for parents and teachers?

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The Creative Left Brain? It Takes Two to Tango

March 8, 2012 By Leave a Comment

Creative tasks aren’t the exclusive domain of the right brain, according to research from USC, where neuroscientists are trying to pin down the source of creativity.

The research “demonstrated that while the right half of your brain performs the bulk of the heavy lifting when you’re being creative, it does call for help from the left half of your noggin”, reports Science Daily.

The findings confirm what neuroscientists have discovered when examining musical improvisation: that the brain doesn’t parcel out tasks to just one side of the brain, and that the left brain plays an important supporting role.

The study sheds insight into why things like learning a language or playing an instrument can have such a powerful impact on cognitive development: tasks are shared across the brain, and the impact of the ‘transfer effect’ is that although you might be primarily exercising one part of your brain, you’re also creating neuronal connections across the hemispheres.

Understanding how the brain ‘shares’ functions is a key topic at the Brain Power Conference, May 3-4 in Toronto. By understanding how this works, it’s possible to ‘strengthen’ the brain and increase a child’s capacity to learn.

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The Atlantic: Kids Are Changing, Neuroplasticity is Real, and Education Needs a Revolution

March 2, 2012 By Leave a Comment

Image from The Atlantic

Neuroplasticity is ‘real’ reports The Atlantic, and our understanding of how the brain is wired and changes arrives at a time that “multitasking is, indeed, the new norm; that hyperconnectivity may be leading to a lack of patience and concentration; and that an “always on” ethos may be encouraging a culture of expectation and instant gratification.”

Elon University and the Pew Internet and American Life Project released a report this week which is generating a lot of discussion online – particularly for its findings on the ways in which Millenials will ‘suffer’ in a hyper-connected age. Says the report:

Analysts generally believe many young people growing up in today’s networked world and counting on the internet as their external brain will be nimble analysts and decision-makers who will do well. But these experts also expect that constantly connected teens and young adults will thirst for instant gratification and often make quick, shallow choices. Where will that leave us in 2020? These survey respondents urge major education reform to emphasize new skills and literacies

The Atlantic points out that perhaps the key to the findings are its implications for what happens in the classroom:

(It was a) matter of general consensus among the experts they surveyed: that our education systems will need to be updated, drastically, to suit the new realities of the intellectual environment. “There is a palpable concern among these experts,” Rainie puts it, “that new social and economic divisions will emerge as those who are motivated and well-schooled reap rewards that are not matched by those who fail to master new media and tech literacies.” As a result: “Many of the experts called for reinvention of public education to teach those skills and help learners avoid some of the obvious pitfalls of a hyper-connected lifestyle.”

The report explores the contentious idea that brains are being ‘rewired’ in the face of technological change. Cathy Cavanaugh, an associate professor of educational technology at the University of Florida, notes in the report:

“Throughout human history, human brains have elastically responded to changes in environments, society, and technology by ‘rewiring’ themselves. This is an evolutionary
advantage and a way that human brains are suited to function.”

Susan Price, CEO and chief Web strategist at Firecat Studio and an organizer of TEDx in San Antonio, Texas, is optimistic. “The amazing plasticity of the brain is nowhere as evident in the rapid adaptations humans are making in response to our unprecedented access to electronic information,” she wrote. “Those who bemoan the perceived decline in deep thinking or engagement, face-to-face social skills and dependency on technology fail to appreciate the need to evolve our processes and behaviors to suit the new reality and opportunities. Young people and those who embrace the new connectedness are developing and evolving new standards and skills at a rate unprecedented in our history. Overall, our ability to connect, share and exchange information with other human beings is a strong net positive for humanity.

Not everyone agrees with the concept that brains will evolve or ‘rewire’ because of a hyper-connected age. But what most of the respondents agree to is that a revolution will happen in the classroom.

The entire report makes for provocative reading. Many of these issues will be hot topics, of course, at the upcoming Brain Power Conference, May 3-4 in Toronto. We hope you’ll join us for this two day exploration of a child’s brain and its implications for parenting, teaching, and a life of learning.

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You Can’t Always Change a Child’s Mind, But Can You Change Their Brain?

March 1, 2012 By Leave a Comment

For the past year or so I’ve been lucky enough to work closely with some of the leading scientists in the field of ‘neuroeducation’. These are the neuroscientists, educators, researchers and media developers who are advancing our understanding of how the brain works and what it means for the future of childhood development.

As we head towards the Brain Power Conference in Toronto, I wanted to share some of what I’ve learned.

Because to be honest, if you’re a parent or teacher you’re probably reacting a lot like I did when I first learned about this field: talking about neuroscience in the same breath as “preschool” sounds a lot like science fiction.

Or if you imagine a day when how we teach is influenced by what we know about the brain it can seem kind of scary.

If I’m a parent, will I be hooking my kid up to a scanning machine so I can track their brain waves? Will great teaching disappear in the face of ‘neurologically programmed curricula’?

But what I’ve learned over the past year is that we truly are heading towards a revolution in teaching, parenting and childhood development.

It’s a revolution informed by our ability to understand the brain in ways we couldn’t before; by technologies that can make education more fun, engaging, and child-centred; and by a validation that holistic approaches matter – and that the science proves it.

So, What IS Neuroeducation?
I don’t know about you, but when I hear the term “brain training” it conjures up images of flip cards or computer games. I imagine being drilled with a bunch of math questions or trying to solve a Rubix-cube (and if you’re anything like me, you have a Rubix cube in a drawer somewhere which is the only real solution you could come up with!)

But there’s another term the scientists use: “neuroeducation”.

Maybe it’s ‘brain training’ under a different name, but it maybe gets us a bit closer to what the scientists are really talking about.

And the reason is this: ‘training’ implies that you’re getting a workout, you’re exercising, or you’re sharpening up skills that already exist. But that’s not what the neuroscientists think is possible based on their growing understanding of how the brain works.

The Capacity to Learn May Be As Important As What is Taught
Rather, neuroscience has shown us that it’s possible to change the way the brain itself works. It has shown we can directly impact a child’s capacity to learn – you can “educate the brain”, and by changing the brain you can make a child smarter, more attentive, and more receptive to what they learn.

A neuroscientist gave me the example of a mother who was concerned about their child’s slow acquisition of math skills. It turned out that the child’s brain had not yet established all of the neural connections that allow for focus and attention. It wasn’t that the child couldn’t understand the math, the problem was that the child’s cognitive processes didn’t yet allow the child to pay attention long enough to fully ‘receive’ the math concepts.

Neuroeducation would say that by focusing on developing that part of the brain which facilitates focus and attention, the capacity to learn math (or language or music or art) can be improved.

But Is It Practical?
At the Brain Power Conference we’ve invited some pretty amazing speakers to talk about the brain, childhood development and education. And I won’t steal their thunder – but what’s become clear to me over the past year or so is that ‘neuroeducation’ isn’t just something that scientists dreamed up in a lab – it will have practical, real-world implications.

And what’s also become clear is that ‘neuroeducation’ isn’t in conflict with great parenting or great teaching – in most cases, the science of the brain validates good old-fashioned common sense. It demonstrates that a holistic approach to a child’s development still matters, and things like nutrition or exercise or play don’t suddenly take a back seat to The Brain.

But in other cases, neuroeducation might be upsetting conventional wisdom: how teachers give exams, how a child studies, or how a child is rewarded for achievement are all areas that deserve a second look as we come to understand the mechanisms of a child’s brain.

It may never be possible to change a child’s mind (as far as I know, there’s no magic bullet to suddenly make spinach yummy!) – but as we learn about how we can influence the development of their brain, we might be giving them a head start on a life of learning.

As always, I invite you to the Brain Power Conference, May 3-4 in Toronto. We’ve arranged two-days of keynote presentations, small group workshops, hands-on demonstrations and lots of insight into these and other topics – and I hope you’ll join us for this landmark event.

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Humor No Joking Matter When It Comes to a Child’s Brain: Stanford University

February 3, 2012 By Leave a Comment
Child's brain

Image from CBS

Humor is no joke when it comes to its effects on a child’s brain according to research from Stanford University.

“How you relate to peers, how you understand your peer group, how they relate to you, whether they are accepting of your participation, and humor definitely plays a role during childhood,” said Reiss. He believes that humor helps make people resilient, improving their ability to cope with stressful circumstances.

With an increased ability to now ‘look inside the brain’ scientists are finding all kinds of new ways that a child’s brain reacts, grows and develops.

It turns out that you can even map the brain’s equivalent of the funny bone!

Findings reported in the “Journal of Neuroscience” show that some of the same brain circuitry that responds to humor in adults already exists in 6 to 12 year-olds.

“(It is) in a less mature state than adults, but it is already present in children ages 6-12,” said Reiss, senior author of the study. “That’s really interesting.”

The scientists speculate the by understanding how humor activates the brain opens the door to additional research on its impact on childhood development: “How does a brain that processes humor more effectively, or more robustly, correlate with a child’s quality of life, with temperament, with adaptation to stress?”

How a child’s brain develops and the value of neuroeducation is the topic of the first annual Brain Power Conference, May 3-4 in Toronto.

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Playing helps children’s brains grow

February 3, 2012 By Leave a Comment

The Scottish government’s Early Years campaign is asking parents and those who look after children to play, talk and read with their young ones more frequently. This comes as a result of research showing that during the  first three years of life, 75 per cent of brain growth is completed with an estimated 50 per cent of language being in place. Studies have also shown that parents who talk to their children a lot can increase the number of words their children know by as many as 250 by the age of two years.

Simple things such as singing nursery rhymes, kicking a ball with a parent or colouring in can have a major effect on a child’s ability to learn, social behaviour and chances in life.

“With so many pressures on parents these days it’s easy to lose track of what wee ones need to grow up bright, balanced and resilient. ‘Play Talk Read’ sums it up. From the moment they’re born, children need real-life play and fun activities to develop their physical co-ordination and control. They need mum and dad to talk to them about everyday events to develop their language and social skills. And they need stories, rhymes and songs to lay the foundation for success at school,” says Sue Sue Palmer, literacy expert and chair of the Scottish Play Policy Forum.

Playing with children doesn’t have to cost a lot. Through making time to read books, singing songs, pulling funny faces or playing with whatever is at hand, parents can give their child the best start in life. Some ideas include:
  • Grabbing some paper and letting them get creative with pencils and crayons.
  • Creating a secret hideaway by throwing a sheet over a table or chairs so they have a new space to play in.
  • Getting outside into the fresh air as often as possible so they have a chance to play with what nature has to offer.
  • Making salt dough — children love messy play.
  • Cooking with your children — making cupcakes is fun and a great way for them to get creative.

For practical tips on helping a child’s brain development the Brain Power Conference will offer hands-on workshops with experts in the field.

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Mark The Date! Brain Power Conference Announced May 3 & 4 2012

December 7, 2011 By Leave a Comment

Join the Revolution in Childhood Development

The first annual Brain Power Conference takes place in May 2012 at the Royal Conservatory of Music in Toronto. This landmark event will help parents, teachers and others to understand how a child’s brain works and how to have a positive impact on its development.

The Brain Power Initiative brings together some of the world’s leading neuroscientists, researchers, teachers and industry luminaries to explain how the findings of science are having a long-lasting impact on how children grow and prepare for lifelong learning.

What You’ll Learn

The Brain Power Conference will provide attendees with:

  • An understanding of how a child’s brain works and what the latest science tells us about how it develops and grows
  • Inspiring talks by leading scientists and visionaries on how science will inform a new era in childhood development and education
  • Practical hands-on information that a parent can used to help their child grow and develop
  • Workshops for parents and teachers on how the lessons of science are helping to transform the classroom.

Stay tuned over the coming months as we announce our full speaker line-up.

Conference tickets will go on sale in the coming weeks and will be available through The Royal Conservatory’s Weston Family Box Office. Watch for details our early bird promotion, ticketing options and promotional codes offering discounted tickets through our conference partners.

About Brain Power

The Brain Power Initiative is a global, multidisciplinary group that brings together leading researchers and institutions such as The Royal Conservatory of Music, Toronto French School, the Rotman Institute, Baycrest Hospital, University of Toronto, George Brown and Centennial College. Based in Toronto, the Brain Power Initiative will help to establish Ontario as a centre of excellence for children’s learning and education through advances in neuroscience.

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Children and video games: the positive side

September 16, 2011 By Leave a Comment

Contrary to what many people believe, video games can have a positive impact on children. Many psychologists, scientists and child experts think that video games can promote high-level thinking as well as self-confidence in children.

When playing a video game, the child identifies with a character in the game and starts to act the part of that character. This provides excitement to the player. When a player wins a game, the player considers that he or she has won the game and this boosts self-confidence. As a result of playing video games, children take part in real-life games in a more enthusiastic manner.

Games also engage visionary senses and motor skills and consequently help with the development of hand-eye coordination. Another benefit is that when parents play video games with their children, they are nurturing the parent-child relationship making children feel that their parents are interested and concerned about their interests. Video games also provide a way of relieving feelings of anger and frustration.

Another benefit is the sharpening of a child’s logical thinking skills. When a child plays a treasure hunting game, the child has to think of different ways in which the treasure can be found.

While there are numerous benefits to be found in playing video games, parents should pay attention to the types of video games their child plays.

 

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Benefit of exposure to more than one language

September 8, 2011 By Leave a Comment

Results from a study published in the Journal of Phonetics show that children can learn two languages and that their brains adapt to that learning situation. In fact, children are like sponges at learning a second language and this ability can be developed before they start to walk. This study is the first to measure brain activity in early infancy and relate it to language exposure and speaking ability.

These results are from a longitudinal study in which Spanish-English children were studied. The relationships among early brain measures of phonetic discrimination in both languages, degree of exposure to each language in the home and children’s later bilingual word production abilities were examined.

“When the brain is exposed to two languages rather than only one, the most adaptive response is to stay open longer before showing the perceptual narrowing that monolingual infants typically show at the end of the first year of life,” said Adrian Garcia-Sierra, lead author and postdoctoral researcher at University of Washington’s Institute for Learning & Brain Sciences.

 

 

 

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Talking and listening key to reading and writing

September 8, 2011 By Leave a Comment

Children unable to talk fluently will underachieve which can result in consequences lasting a lifetime.

“Good language skills and the ability to communicate effectively are key foundations to students’ capacity to learn,” says Associate Professor John Munro, head of exceptional learning and gifted education studies at the University of Melbourne’s Graduate School of Education.

According to Munro, a fifth of children have weak verbal skills when they start primary school. However, little attention has been given to the oral language skills of young children. In fact, speaking and listening have not been viewed as being as important as reading, writing, spelling and counting.

Deficiencies in oral language can have a long-term impact affecting friendships, social behaviour, self-confidence and identity.

According to Sharon Goldfield, a pediatrician and senior research fellow at the centre for community child health at the Royal Children’s Hospital in Melbourne, Australia, language experiences children have before the age of six help to form powerful brain connections used for language and thinking.

“Brain development research suggests that the first few years of life is when there is a rapid amount of brain wiring happening and we know that it occurs in response to your DNA make-up as well as the environment you are growing up in, so it makes sense that if you are being spoken to more often and if you’re in an environment where there’s a lot of reading that it is going to improve your language,” Dr Goldfeld says.

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