How Young Brains Learn

PHOTO: ernestholistichealth.com

I have had the opportunity & good fortune to work with and study under some phenomenal educators, one of whom created a program called Brain Balance, that focuses on stimulating the brain in a variety of ways, including physically, cognitively and sensory, to encourage equal growth & development on both right and left sides, and therefore helping children overcome many learning challenges.

The program has had some great success. I’d like to summarize & share with you a few highlights from what I’ve learned from Dr. Robert Melillo about how young brains grow & learn:

 

• Neuroplasticity: The theory that the brain can be changed—something once thought impossible. That means that learning challenges aren’t always permanent, and the situation isn’t always hopeless. The brain can change.
• Functional Disconnection: This is an imbalance in the connections and function between and within the 2 sides of the brain—this condition is responsible for many behavioral, academic, and social difficulties. What may appear as a willful non-compliance, may actually be a connectivity issue, much like a bad fuse.
• Diet and Nutrition: Diet is a critical element to the successful treatment of learning disorders. Proper nutrition goes hand in hand with fostering stronger connections in the brain. We include hydration in this list as well-an often overlooked factor in learning and behavior. Water and certain vitamins and minerals aid neuro-conductivity as well as brain growth.
• Sensory Motor Activity: The first step to prepare the brain for learning is to wake up and balance the sensory system. No learning can take place at all until the senses are regulated. Gross motor movement is the easiest way to do this, as well as tactile, visual, auditory and olfactory stimulation. Sensory motor activity helps the brain prepare for cognitive tasks. (Be sure not to overload a child with sensory processing challenges! Select one sensory activity, preferable movement, or a visual organizing activity, before moving on to cognitive tasks.)
• Cognitive Warm Ups: Cognitive tasks are secondary to physical movement and sensory activities and should be done after a movement game, exercise, OT, PT or an appropriate sensory activity. Begin with a fun cognitive warm up exercise, like a math or word puzzle or a maze or labyrinth before other learning tasks are begun. Work in shorter durations when possible.
• Social Learning: Social/Emotional learning is the most difficult to grasp and can only take place once the sensory-motor systems and cognitive processing are integrated. Social skills groups and caseworkers should take this into consideration when writing curricula, behavior plans or IEPs. Drills and repetition do not effectively “teach” social skills. Experiential learning, along with peer or therapist support, is more beneficial, but only after a sensory motor activity, then a simple cognitive “warm up” activity that sets up the social skill to be learned.
• Down Time: Every moment can be a learning moment, but remember that an integral part of learning is the down time needed to assimilate and process the learning. Be sure to allow plenty of pure quiet time (no electronics) and breaks in between teaching/learning moments. Down time differs from sleep. During sleep the brain is only using automatic processes (heartbeat, breathing) but during waking rest, the brain is fully aware and is capable of assimilating new stimuli &  information.

Food for Thought:

What are some ways you can integrate and use the model of : “Movement/Sensory/Cognitive/Social/Relaxation” at home or in the classroom to support learning?

 

Related Links:

4 Pillars of Brain Health