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今天参加的workshop的topic是Current Brain Research and Implications for Practice. 主讲者来自一个培训中心Learning Links,她是心理学专业毕业，目前的职业是family counsellor。虽然感觉她的心理学知识很丰富，但因为整个workshop的时间只有2个半小时，所以内容显得不够丰富，学到的专业知识也相对不太多，但是我对今天接触到的很多内容都很感兴趣，希望以后有时间再找些这方面的书来好好研读一下。听课的时候匆匆记了些笔记，因为她语速很快，可能漏掉一些，不过重要的内容都在，大家凑合着看看吧。
1. Structural Development of the Brain
在小孩阶段，人类的大脑会建立很多的synapses (神经原的神经线连接)，在0-3岁是time of rapid expension，大脑最快速建立这种connection的时候，然后是3-10岁，会放慢一点速度，到了10岁以后就慢下来了。不过，建立synapses在人的一生中都会持续，是life long的，只是10岁以后会更难一点。
2. Characteristics of infant’s brains 幼儿的大脑发育，有以下一些特征：
· immature organ at birth
· “plasticity”
· “set points”
· “Sensitive periods”
· “pruning”
这里她着重强调了sensitive period，就是敏感期，是0-3岁。她说在某个敏感期如果幼儿没有发展某个功能，那么就可能或lost 那种功能。在此期间，幼儿会学很多语言，包括各种声音，词汇等。
这里加一点我在网上查到的资料：
Sensitive Periods for learning （这个理论貌似是蒙特梭利的理论）
Birth to 3 years:
The absorbent mind-the mind soaks up information like a sponge
Sensory learning and experiences: The child uses all five senses-touch, taste, feel, sight, and hearing-to understand and absorb information about his or her environment
1 ½ to 3 years:
Language explosion-a child builds his or her future foundation for language at this period.
1 ½ to 4 years:
Development and coordination of fine and large muscle skills, advanced developing grasp and release skill spawns an interest in any small object (usually dangerous ones on the floor).
2 to 4 years:
Very mobile with greater coordination and refinement of movement, increased interest in language and communication (they love to tell stories- true or not!), aware of spatial relationships, matching, sequence and order of objects
2 ½ to 6 years:
Works well incorporating all five senses for learning and adapting to environment
3 to 6 years:
Interest and admiration of the adult world, they want to copy and mimic adults-such as parents and teachers. One of the few times most children are very open to their parents and other adults.
4 to 5 years:
Using one’s hands and fingers in cutting, writing and art. Their tactile senses are very developed and acute.
4 ½ to 6 years:
Reading and math readiness, and eventually, reading and math skills.
Critical periods are thought to be time frames in your child's development during which she is ready to learn, master, or develop a new skill. The child must be ready, and the environment should be able to nurture the mastering of the new skill.
There are many specific cognitive (learning), physical, and psychosocial (also called social/emotional or relating) phases that most typically developing children go through.
这段是关于Critical period---Another critical period involves the development of language skills. During the first two years of your child's life it is important to provide a rich environment with regards to language. Activities like talking, singing, and reading to your child will provide a foundation for her vocabulary and speech development that will last a lifetime.
By midchildhood, more neurons and more cellular processes are established than in adult years. The developmental task of childhood years from an anatomic point of view is to prune and to select the most useful (perhaps the most used) neurons, synapses, and dendrites to preserve for the adult brain. This process of pruning continues through the early teen years.
回到workshop来：
3. Learning Processes 这里她谈到学习是从以下几个方面：
· Social
· Sensory
· Motor
· Cognitive
· Language
· Emotional
孩子的大脑是在各个不同的方面同时发育的，这些发育都可以帮助develop the brain。另外， higher order skills are built on the foundations of basic skills developed with earlier circuits. 意思是，一个能力作为另一个能力的基础，一点点地建立起来。所以就是说，为什么孩子的活动要适合孩子的年龄（age appropriate）,急不得，一定要打好基础。
4. Factors Influencing Brain Development影响大脑发育的一些因素
· Stimulation available刺激得越多发育得越好
· Nutrition营养
· Toxins毒素（比如酒精，药物等）
· Social and emotional experiences(社会，情绪等的经历)
· Learning
根据一些research的结果，还有这些影响因素：
· Abuse and neglect
· Maternal depression
· Exposure to violence
· Foetal alcohol syndrome/Drug dependence
· Poverty and homelessness
· Socio-economic disadvantages (parental education, income, unemployment, etc)
其他的影响因素：
· Learning
· Environment/Experiences
· Attachment and Relationships
婴儿通过跟周围人的交流来认识自我，家长对于婴儿的拥抱，抚摸，按摩，亲吻，说话，做游戏等等都可以使孩子的大脑得以发育。婴儿学习是通过relationship的，就是与人建立attachment，有research表明，让婴儿成天看电视，婴儿并不能得到语言发育。对于婴儿，提倡skin to skin的接触。同时，relationships with peers is incredibly important.小孩子与同龄人的交流，接触及建立的联系非常之重要。
最后总结几点我认为重要的内容：
1. 关于语言发育language development。
0-3岁非常重要，家长在此期间尽量多跟孩子交流，说话，唱歌，做游戏等等。还有，她建议从零岁开始跟孩子讲母语。孩子学习语言是先学一种，然后作为第二种语言的foundation。她说对于非英语背景的家庭，如果父母在家跟孩子讲英语，要是自己的英语不是很好，就是给孩子提供了poor language model,这样反倒不如在家讲母语。孩子学习语言，0-3岁最快，到了13岁以后，要想学第二种语言会非常吃力了。所以如果小时候keep native language，将来就可以bilingual，如果小时候放弃，大了以后就难以捡回来。
2. 孩子的活动，一定要age appropriate，因为打好基础非常重要。既不要超前，也不要不足，gifted child另说。
3. 孩子大脑的发育，不仅仅是academic，他们也要学习emotion, social等等，这些都帮助大脑发育。
4. Focus on learning, not teaching。对于孩子，不要总想着我想教孩子些什么，要想着孩子要学什么，怎么学。
5. 多安排stimulating activities.
6. Feed the brain through nutrition.营养要充足。
7. Positive experiences---表扬，鼓励，好的情绪等等。
8. Relationship---大人与孩子的，孩子与孩子的。。。
抛砖引玉，欢迎大家畅所欲言，一起来讨论！ |
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