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Why Ages 2-7 Matter So Much for Brain Development 28/06/2021

Why Ages 2-7 Matter So Much for Brain Development

Why Ages 2-7 Matter So Much for Brain Development Rich experiences—from play to the arts and relationships—fundamentally shape a young child’s development.

Timeline Photos 28/06/2021

Timeline Photos

“Your role is not to make your baby independent. It is to make them feel safe and secure enough to become independent when they’re ready.”
—Lucy Webber

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#neurochild #biologicallfe #childdevelopment #evolveddevelopmentalniche

Timeline Photos 27/06/2021

Timeline Photos

“Kids are built to move, and having more time for unstructured, outdoor play is essentially like a reset button.”
—Debbie Rhea, Ed.D.

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#neurochild #play #sensory

Timeline Photos 27/06/2021

Timeline Photos

"We used to think that schools built brains. Now we know that it is play that builds the brains that school can then use."
—Dr. Gordon Neufeld

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#neurochild #play #socialconnection #teaching


Yes! Seven minutes before bedtime...every night. So funny.

via NickMom


Agreed ♥️


Investigations show that most students just plain forget most of what they have been taught. They often do not understand well what they do retain. And what they #retain and #understand, they often do not use actively. Some psychologists speak of the problem of “inert knowledge”—knowledge that learners retrieve to answer the quiz question, but that does not contribute to their endeavors and insights in real, complex situations.

Why do these problems of forgotten, misunderstood, and inert knowledge occur on such a wide scale? While there may be other outside reasons, here we want to examine the basic disconnectedness of much of what students learn in schools. A good deal of the typical curriculum does not connect—not to practical applications, nor to personal insights, nor to much of anything else. It's not the kind of knowledge that would connect. Or it's not taught in a way that would help learners to make #connections. To symbolize the whole by a part, we suffer from a massive problem of “quadratic education.”

What's needed is a connected rather than a disconnected curriculum—one full of knowledge of the right kind, one taught in a way to connect richly to future insights and applications. John Dewey had something like this in mind when he wrote of “generative knowledge.” He wanted education to emphasize knowledge with rich ramifications in the lives of learners.

💫Children who “see the connections” are more likely to understand and remember what they learn.💫

🌟Activities that foster connection to curriculum for children to enjoy

•Keeping records of their activities - scrapbooks, journals, photo albums etc.,

•Talking about themselves and their feelings

•Setting their own goals - give them a set of chores and ask them to pick any two that they will do every week, setting timelines for their school projects

•Yoga and meditation

•Any hobbies or projects that they can do on their own - flower collection, leaf collection, bird watching etc.,

•Treasure hunts that are self-directed

•Analyzing the effects of various events - eg., the impact of current events, what happens to Y when X occurs etc.,

•Relating everything they learn, to real life

•Pretending to be something or someone and expressing how it feels

🌟Helping to create the space for children to learn

•Create opportunities for reflection and analysis, and connecting what they learn to themselves directly are the best pathways to help them learn.

•Help them understand how everything they learn is related to them

•Give them time to analyze what they did or what they learnt

•Ask them to express their opinions and feelings about what they learnt

•Try giving them choices when they have to learn, encouraging setting and tracking goals for themselves

•Help them create their own study plan with intermediate goals they need to achieve

•Have them frame their thoughts in a journal

•Give them a sense of personal ownership over all their learning activities - let them make choices within parameters you set

•Give them a little personal space around their learning process instead of hovering over them

•Let them analyze their own strengths and weaknesses in each subject and create a learning plan to address their weaknesses while reinforcing their strengths

🌟Toys and materials that you could have available

•Games that a single player can play - puzzles, spot the differences etc.,

•Brain teasers, riddles etc.,

•Notebooks - for writing journals

•Photo albums - to collect photos

•Camera/camcorder - to record their visual observations

•Mathematical puzzles

•A quiet corner where children can reflect

🌟Examples of how to teach various topics


•Connect concepts to real life. Explain how geometry helps create the building they live in - straight lines, rectangles, circles, arcs etc.,

•Ask them to compare and contrast various ways of solving complex equations - one technique is the brute force technique where different assumptions are tried to solve it, one technique is to break down the equation and try to find patterns etc.,


•Connect all concepts to real life. For example, explain how chemistry helps discover new medicines or how learning about projectile motion helps them learn about throwing a ball in cricket.

•When learning about foods, have children create a meal plan that ensures there is the optimal consumption of all the food groups.

•Assess how various principles of physics impact them in real life - eg., Newton's laws, planets and how they revolve around the sun

•Have them put themselves in the shoes of great scientists and think through what they felt when they made their discoveries or postulated their theories


•Have your child discuss how things would be different for them if they were suddenly moved to a different country

•Identify various climatic conditions and discuss how they would like or dislike them


•Analyze various historical events and documents (Constitution, Dandi March, Akbar's marriages etc.,) and how they affected the course of history)

•Explain how they would react to meeting various historical figures

Gardner, Howard (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, Howard (1999). Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books.

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#childdevelopment #connection #logic #lifelonglearning #teaching

Timeline Photos 15/06/2021

Timeline Photos

The ability to regulate through the comfort of another is called co-regulation. This on repeat wires up the brain for self-regulation, emotional intelligence, empathic responses, rational thinking and problem-solving.
—Lelia Schott
Synergy: gentle parenting resources.

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#neurochild #coregulation #empathy #biologicallife

Timeline Photos 14/06/2021

Timeline Photos

Dear kids,
You are not a number. The world will try to assign numbers to you –scores, grades, potential– but you are so much more than any number. Numbers miss your kindness, your creativity, your empathy, your heart. You are never a number, but rather, always remember, you are priceless.

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#neurochild #kindness #mystic

Photos from The Little Sensory Co Ltd's post 13/06/2021

Photos from The Little Sensory Co Ltd's post

Timeline Photos 13/06/2021

Timeline Photos

"If we don't get the chance to be ourselves during childhood, to develop self-worth and self-respect, we might spend our entire adulthood searching for it."
—Kirsty Lee

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#neurochild #socialconnection #empathy

Timeline Photos 12/06/2021

Timeline Photos

"Either we spend time meeting children's emotional needs by filling their cup with love or we spend time dealing with the behaviors caused from their unmet needs.
𝐄𝐢𝐭𝐡𝐞𝐫 𝐰𝐚𝐲 𝐰𝐞 𝐬𝐩𝐞𝐧𝐝 𝐭𝐡𝐞 𝐭𝐢𝐦𝐞"
—Pamela Leo

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#neurochild #connection #biologicallife #empathy



Summer is a great time to work on pinch strength. What is pinch strength?

It is using the thumb and index finger to pinch objects. You'll need this skill for a lot of everyday life skills such as getting dressed, cooking and baking, and academics like handwriting (pinching the pencil), etc.

Here are some fun ways to work on pinch strength over the summer:

– Peel stickers
– Peel fruit (lemons, oranges, etc)
– Turn keys in a lock
– Deal cards
– Use tongs to pick up small objects
– Spin tops
– Play with wind-up toys
– Tear paper for art projects
– Build with small blocks or building bricks
– Plant seeds in a garden
– Place coins into a bank or small slit in a lid
– Pop bubbles on bubble wrap
– Use small rubber stamps to create a picture
– String beads to make a necklace
– Pinch clothespins (laundry, games, etc)

Want more summer development activity ideas? I have all these ideas over on my blog in a free printable download.

Click here to get it now >

Timeline Photos 04/06/2021

Timeline Photos

"Play is a sanctuary of safety. Play is also the original school, far more effective than anything society could possibly invent. Rather than try to make the home a school, it would be much more important in these times to make the home a true playground where nature can take care of all of us."
—Dr. Gordon Neufeld

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#neurochild #lifelonglearning #play


A nice reminder that play is actually everything 😉

Timeline Photos 31/05/2021

Timeline Photos

“Instead of training children to meet the expectations of adults, we should be training adults to meet the psychological, emotional and development needs of children.”

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#neurochild #empathy #biologicallife
—Zoe Tolman

Timeline Photos 30/05/2021

Timeline Photos

Trauma is not what happens to you; trauma is what happens inside you as a result of what happens to you.
—Dr. Gabor Maté

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#neurochild #biologicallife #empathy


Self-regulation involves the ability to manage your #emotions and #behaviour in accordance with the demands of a situation.

It's a set of skills that enables your #child to inhibit their emotional or behavioural responses and direct their behaviour towards a goal, such as making it to the end of the birthday party for the cake to be served, or not hitting their friend so they can have a fun playdate.

Kids with good self-regulation can pay attention to classroom activities and ignore distractions, remember the teacher's directions long enough to carry out a task and resist impulses. All of these skills may give them an advantage to succeed in school. In fact, kindergarten teachers rank self-regulation as one of the most important skills for school readiness.

Self-regulation comes in different forms:

🔄 #Emotional self-regulation is important for helping children manage how they express and experience emotions.

🔄 #Behavioural self-regulation helps children demonstrate control over their actions. Simple games, like Simon Says, have been shown to help children control their impulses.

🔄 #Cognitive self-regulation helps children follow rules and plan out the appropriate response, such as listening during story time.

Essentially, a child's emotional regulation skills come down to how they manage incoming and outgoing stress. Research consistently shows that self-regulation is necessary for social-emotional and academic success and well-being and is one of the most important skills for children to develop.

As parents we can help our kids develop self-regulation by explaining why they have to wait for something or why they have to take turns. And we can also nurture its development by being mindful of our own stress response if it urges us to move away from our child when they're emotionally floundering. What is often needed from us when helping our child deal with anger and other intense emotions is for us to move toward them.

A caregiver's calm and steady physical presence fills the gap of developmental immaturity during the time when a child feels and acts out of control. This collaborative approach to a child's emotional well being can help improve your child's self-regulation skills with time.

Infants do not have the ability to regulate their emotional arousal and need the soothing presence of caretakers to help them manage fear, frustration, and anger. They calm by experiencing their caretaker's voice tone and warm physical contact, being stroked and gently rocked, and having their physical needs attended to. From a developmental perspective, effective parenting of young children can be understood as a process of co-regulation.

Bessel van der Kolk, researcher on developmental trauma, maintains that a ‘primary function' of parents is to help children learn to manage their own arousal. Repeated cycles of emotional upset, followed by relaxation after the caretaker's calming intervention, provide the basis for developing a sense of trust and safety. In time, the child internalises this co-regulation as an expectation of a soothing response which provides a foundation for learning self-regulation.

The need for co-regulation continues throughout our lives. In times of crisis, troublesome emotions are managed with the support and soothing presence of attachment figures. For instance:

🔄 The small infant is totally reliant on caregivers and has many crises each day.

🔄 The pre-school child is expected to manage emotions and impulses more effectively, but will still be overwhelmed on a regular basis and need external soothing and support.

🔄 Even adolescents and adults must rely on attachment figures to get through periods of high stress.

In a broader sense, the patterns of self-regulation that one develops may come to define the individual throughout their life. Daniel Siegel states that “How we experience the world, relate to others, and find meaning in life are dependent on how we have come to regulate our emotions”

Children have immature sensory systems to process environmental stimuli. The parts of their brains responsible for impulse control and other self-regulation tasks are also underdeveloped. They are physiologically incapable of calming themselves down like adults can, but an effective way to expand your child's skill in handling big emotions is to envision an active partnership and co-regulate to help them learn self-regulation.

While the concept of co-regulation to nurture self-regulation is seemingly basic, it's more challenging than it sounds. Next time your child is in the throes of an emotional meltdown, some tips to call to mind in that gap between thought and reaction are as follows:

💙 Model positive emotional regulation skills for your child. Identify and respond to the stressors in your daily environment mindfully, not aiming for perfection but by making constant improvement.

💙 Help your child cultivate an awareness of what consistently causes them stress. Common scenarios are lack of sleep, excess hunger, loud noises, unexpected change, and transitioning away from electronic devices.

💙 Empower your child with knowledge. Familiarise them with emotions by discussing anger warning signs such as sweaty palms or pounding hearts. Helping kids notice the physiological signs of anger works towards promoting concrete internal signals that promote self-awareness.

💙 Teach the basics of emotional intelligence by widening your child's emotion vocabulary. Identifying emotions is the first step to working through them.

💙 Explore coping strategies together. Taking good quality breaths can soothe and calm the nervous system and lower a child's baseline emotional arousal level. Every child's nervous system and sensory system is unique, so it is realistic to expect plenty of trial and error, and solutions that change over time. Consider:

—Is there a particular space my child finds calming?

—Where do they run when upset or frustrated?

—Do they seem to calm with physical touch or appear to avoid it?

—Do they prefer to be around others or respond better to quiet solitude?

There is hope for improved emotional regulation for all children, regardless of any challenges they may face emotionally, behaviourally or environmentally. Or as Dr Stuart Shanker once said, “There isn't a single child who, with understanding and patience, can't be guided along a trajectory that leads to a rich and meaningful life.”

Working in an active partnership with your child in quest of developing self-regulation can lead to a radical change in outlook for both parties. And with time, you should eventually see your child begin to emulate your hard work by putting the pieces of self-regulation into practice themselves when things don't go their way.'s_Academic_Success

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#neurochild #brainscience #childdevelopment #biologicallife #empathy





03 Dikkop Street

Opening Hours

Monday 07:30 - 17:00
Tuesday 07:30 - 17:00
Wednesday 07:30 - 17:00
Thursday 07:30 - 17:00
Friday 07:30 - 17:00
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