3 Essentials for Child Brain Development in a Digital Age

March 18, 2014 by Support

You are concerned that your child’s brain development is changing because they are leading a ‘digitalised childhood’. You are worried. And rightly so. But the good news is that you don’t need to be. I’m here to explain things.

The headlines decry, ”Technology is re-wiring kids’ brains.” Today’s digital generation are growing up in a world that pings, beeps and flashes. Screens and devices saturate their daily lives. Today’s children know how to pinch, swipe and zoom and often before they have learnt to walk or talk.

And this worries many parents and teachers.

So it won’t come as a surprise to know that some of the most frequently asked questions I have from concerned parents and teachers are:

Are digital devices having an adverse effect on child brain development?

What do children’s brains really need for optimal development?

Let me start by re-assuring you that it is not all doom and gloom. We have increasing research evidence that shows us that when technology is used in intentional and developmentally-appropriate ways that young children can learn with and benefit from technology. Phew! You can breathe a sigh of relief as you pass over your iPad to your toddler.

But before you race off to buy your toddler a laptop or an iPotty (yes, these devices really do exist), there are some absolutely vital things that parents must first consider. I like to call these the ‘brain basics’.

Brain Basics

Thanks to advances in neuro- and developmental science, we now know more than ever about child brain development. And despite being neuroscience you’ll be pleased to know that it actually isn’t rocket science. In fact, it’s really very simple. The way our grandparents parented is in fact the ideal model. The researchers call this ‘ancestral parenting’. These are the basic things that brains need to develop. And despite living in a digital world, these brain basics have remained unchanged. Child brain development is much the same as it always been, but we now have digital devices to contend with.

Neuroscience tells us that 85% of a child brain development occurs by the time children are 3 years of age. In fact during the first few years of life, 700 new synapses (brain connections) are formed every second. Over time these connections are reduced through a process called ‘pruning’, so that brain circuits can become more efficient. So those circuits that are not used are pruned through lack of use. So it is absolutely essential that we provide the right types of experiences early on in a child’s life if we want to optimise, not hamper, child brain development. These are the building blocks for brains.

So what does ‘ancestral’ parenting look like in a digital world?

Three Essential Building Blocks for Child Brain Development:

These are the essential building blocks for learning in a digital age. You will see that they are not complicated. And chances are this is how your parents or grandparents would have parented. [I know, I know I can already hear my Mum’s voice saying, “In my day…”]

1. Relationships-

It is essential that children form loving, stable and close attachments to their parents or care-givers for optimal brain development. Young children need relationships. When children have strong attachments to adults it frees up the brain to focus on other important areas of development. Stressed or anxious brains cannot learn. Secure and happy brains can learn.

Technology can foster relationships. We have new communication tools like Skype that allow young children to form relationships with family members who live interstate or abroad. I know that when my son was 18 months-old, he loved his weekly Skype calls with his great-Grandmother who lived inter-state. They would sing nursery rhymes and songs over Skype. It was brilliant!

We also have amazing book apps with built-in video chat windows so you can be reading your child their bedtime book whilst you are traveling overseas for work. Magic!

However, when technology is used excessively, it can hamper the development of relationships. Too much screen time can displace opportunities for building relationships. When children are using a screen they are often not engaging in face-to-face, real-time conversations with other people. We must think carefully about helping children manage their media consumption, so that they do not use technology excessively. This is why today’s children need media diets. As parents, we must also teach children not to constantly rely on technology to pacify or entertain them (there is nothing wrong with being bored, in fact this is essential). We need to teach children how they can manage media and not let media manage them.

2. Language-

It is critical that young children are exposed to and use as much language as possible for optimal brain development. A child’s vocabulary is a very good indicator of their later academic success. Sadly, we know that by 18-months of age, there are stark differences between children’s vocabulary scores and this gap continues to widen as they get older.

So does this mean we should ban TV and iPads? No. Instead, we need to try, where possible, to co-view with our children when they are using technology. That means watching and using technology with your child. It might mean watching TV or playing a video game with your child. When you use technology with your child, there is usually some to-and-fro interaction and this is exactly what developing brains need. Serve-and-return interactions. Co-viewing helps children to connect what they are seeing on a screen to real life. It also stops the ‘zombie effect’ where children become transfixed by what is on-screen. [Have you ever tried to talk to your child while they are playing a video game? If so, you know what I am talking about.]

We also need to minimise the times that technology is used as a digital baby-sitter. [Now before you panic and think that you have ‘ruined’ your child because they watch TV while you prepare dinner, rest assured that this is highly unlikely. As a parent I understand that co-viewing is not always possible. But when it is possible, try to use media with your child.]

As parents, we also need to look for opportunities for children to collaborate with siblings or peers when they use technology. Children need to talk when they are using gadgets, not sit there passively and consume. When children use media with others it forces them to communicate and use language. There is a range of fantastic apps that encourage children to interact and use language. Many of the apps by Toca Boca encourage interaction and enable young children to engage in play (which has been proven to develop language skills).

There are also some fantastic apps that allow children to very easily create digital stories. Storytelling is a wonderful way to support children’s language development. Toontastic is a brilliant app that allows children to create, publish and share very professional-looking, animated stories.

3. Sleep-

As a parent I don’t need to remind you about how important sleep is for child brain development. In fact, it is essential for all of us (ask any sleep-deprived parent and they’ll reiterate this). It is essential for learning and memory consolidation. However, digital technologies have the potential to cause sleep problems for children (and for us adults).

In today’s digitally-saturated world, there are many new devices and screens that tempt young children before bedtime. To further complicate matters we now have a range of devices like video game consoles and tablets that appeal to young children (and adults). And these devices are also very mobile so they can easily sneak into bedrooms. We know that screen-time in the 90 minutes before bed can cause sleep delays and over time these accumulate and result in a sleep deficit.

Rapid-fire TV or fast-paced video games may over-stimulate young children and activate areas of the brain that require more passive activities before the onset of sleep. We also know that the blue light emitted from screens also effects the production of melatonin, which is needed to induce sleep.

So what can you do?

The best solution is to avoid the use of screens in the 90 minutes before bedtime. Alternatively, you can turn down the brightness of the screen. And if that’s not possible, try to reduce the use of fast-paced TV programs and games before bed. So there are three simple building blocks for child brain development in a digital age.

As you can see, these brain basics have not deviated too much from the way your parents or grandparents parented. We now have digital devices to fit into the picture as we navigate this digital terrain. These gadgets are here to stay (the iPad won’t be un-invented). So rather than fearing these technologies, we need to look for ways to leverage them.

How can we use technology with young children in ways that will support and enhance their brain development, not stifle it?

Tell me below, did you realise child brain development was so simple? How do you use technology with your children to promote healthy brain development?

How Young is Too Young to Introduce Technology?

January 28, 2014 by Support

Have you seen the latest Fisher-Price iPad Apptivity Seat? It is a reclining baby bouncer seat with a mirror, with the option to slip an iPad (or other tablet device) into the mirror case and show apps and videos to babies. Yes, to babies. Very young babies that can not yet sit up.

This device has caused much controversy and raised the question: Is there an age at which children are just too young for technology? Find out in the video below.

Please be aware that I am not going to tell you what you should do. Don’t ever let anyone should on you!

I want to provide you with research-based information so that you can make informed decisions about when you feel it is appropriate to introduce technology to your child.

It is important to note that both the American Academy of Pediatrics and The Royal Australasian College of Physicians recommend no screen time before two years of age. These guidelines are based on concerns that media has a displacement effect: when children are using media they are NOT doing something else. For example, if a baby is watching TV they are not playing on a mat and exploring what their body can do. Given that babies have limited waking hours, displacement concerns are quite valid with very young children.

There are also concerns that the early introduction of media can have adverse impacts on young children, including language delays, sleep problems and compromised play (from background TV). However, these concerns are based on research with passive media (i.e. TV and DVDs) and NOT interactive media. Researchers are only just keeping pace with the more interactive forms of technology designed for young children. And the early research is promising. It appears that interactive media may be more effective in engaging young learners and fostering active learning.

So what are two considerations for parents to contemplate before they introduce technology to young children?

1. The research so far tells us that children don’t tend to learn from media before two years of age. Not even TV. In fact, we know that children don’t understand narrative structures (storylines) until atleast 18 months of age. So don’t be in a rush to introduce media. Part of the modern parenting dilemma is that parents feel compelled to introduce technology from a young age to give their child a head start, but then worry about the adverse effects of media on their development. We don’t have any evidence, as yet, to indicate that handing your child a smartphone will guarantee that they will enter Harvard. BUT, we do have some emerging evidence to suggest that interactive media have a greater learning potential for younger children, than more passive forms. The research is only just keeping up in this area so we don’t yet have a definitive answer.

TIP– there is no advantage in rushing to introduce technology.

2. The first three years of life is a critical period for your child’s brain development & their early experiences matter. 85% of the neural pathways are established in the first years of life! This is a period of time when your child is forming their basic brain architecture, so their early experiences matter. ALOT! Children at this age need some essential ingredients: (i) physical movement, (ii) face-to-face, serve-and-return interaction with real adults and (iii) exposure to language. And yes technology CAN be part of this process. It is called ‘co-viewing’ or ‘joint media engagement’. This has been shown to enhance children’s learning. For example, you might use your smartphone to look at family photos, or you might read a book app with your child, or chat with family members via Skype, or learning songs and nursery rhymes with an app or website. The important thing to note in all of these experiences is parental involvement.

TIP– Use technology with your child, not as a digital baby-sitter (where and when possible).

Tell me below in the comments, when did you introduce your child to technology? How did you know that your child was ready? Do you wish you did it earlier or later? Please share any advice you have for other parents.

Is Wifi Harmful for my Child?

August 14, 2013 by Support

A couple of days ago I saw my ‘almost-three-year-old’ son do something with my iPad that terrified me. It literally made me stop in my tracks. I froze with fear. I had a wave of panic rush through my body.

No, he didn’t access inappropriate content on You Tube (although he has been close to viewing something little eyes do not need to see). No, he didn’t have an ‘appcident’ and make a huge in-app purchase (click here to learn how you can prevent ‘appcidents’ on iDevices).

No, what I saw him do was far worse. It had possibly more serious consequences… long-term health consequences.

He rested the iPad in his lap! In his lap!

This is a common position for resting mobile devices like tablets and smartphones. But it is also potentially dangerous.

Why? Because it is a WiFi-enabled (wireless) device that was in close proximity to his body.

Now I do not want to cause un-necessary panic amongst concerned parents and educators. I know I already have enough to worry about, without worrying about things that are not necessarily valid concerns. But the more I have read, the more I am convinced that we need to make very careful decisions about how we use WiFi-enabled devices with and around young children.

Parents are concerned about children’s WiFi exposure and its possible harmful effects. And I believe, rightly so.

So do I Need to Worry About Wireless Devices?

As I have said before, we are conducting a bit of a ‘live experiment’. Our digital devices are developing and advancing so quickly that we don’t really know the long-term consequences of our current digital decisions. Our scientists and researchers have not been able to keep pace.

Even our leading Science bodies in Australia do not know for certain if wireless devices like iPads and iPhones are harmful. The Federal Government’s Australian Radiation Protection and Nuclear Safety Agency (ARPANSA) acknowledge that there is a lack of scientific evidence on the impact of mobile devices on children. In their Fact Sheet, they state that overall the research evidence indicates that these devices are not harmful to users (phew, breathe a sigh of relief).

However, we do not yet have long-term or conclusive evidence. So there is still a possible ‘risk of harm’.

So What Should Parents Do?

There are concerns about the possible impact of wireless devices on young children’s brains. And I’m not comfortable with taking those sort of risks with my children.

As a result, ARPANSA recommends limiting children (and adult’s exposure) to the emissions from mobile devices. The four easiest ways you can minimise your child’s exposure to wireless emissions is:

Keep the device away from their physical body. For example, a cover or device can be used with phones to keep them away from the head whilst talking on the phone. (My son loves using a ‘good old-fashioned’ Moshi Moshi handset when he speaks on the iPhone to his grandparents or friends). With tablets, encourage children to keep them OFF their laps. In fact, the best ergonomic position for children to hold tablets and mobile and gaming device is on their stomachs. Keep wireless routers for computer networks away from ‘busy’ household areas where a lot of time is spent (for example in bedrooms and kitchens).

Minimise the amount of time spent with wireless devices. This is the advice your mother or grandparents would also suggest (I can already hear my Mum’s voice echoing these words). It is also the hardest to implement in a digital age. So if your child is not convinced about reducing the time they spend with these devices, see the next suggestion.

Turn off WiFi and set your device to ‘Airplane Mode’. This is a simple one to enact and effective. There are not too many apps that young children will use that actually require WiFi, so this is a quick and easy idea to implement. See the video below that explains how to do this.

Tell me, do you also worry about your children’s exposure to wirleless devices, or am I panicking un-necessarily? Do you have any other ideas for keeping children safe around these devices? I’d love to hear your ideas.

Digital Babies

July 8, 2013 by Support

There is no doubt that today’s children are born into a digital world. Children now experience ‘digitalised Childhoods’. What about very young babies- is this digital immersion appropriate? What impact is this ‘digital dunking’ having on their very plastic brain? As a Mum, and also as a children’s technology researcher, this is a question I have been pondering.

I was wandering around a toy store last week. I was amazed to find the huge number of digital toys that are now designed and marketed towards babies. Well, to doting parents of babies. There are dribble-proof smartphone contraptions (Fisher-Price Apptivity case), activity gyms with iPhone attachments (Fisher-Price Apptivity Gym), plastic book covers that turn your iPhone or iPod Touch into an interactive book experience (Fisher-Price Laugh & Learn Apptivity Storybook Reader) and potties with iPad attachments (the aptly named iPotty). Yes, there really are iPad potties. Technology is becoming more and more pervasive for our youngest babies.

AND THIS TERRIFIES ME!

It has been three years since I had my first baby. He was born a few months after the first iPad was released. Boy, how times have changed. There has been an explosion in the baby techno-toy market. As a children’s media researcher I have to admit that this scares me more than it excites me. This may come as a shock (as a children’s technology advocate). People, with the very best of intentions, have asked me if I will be buying a new activity-gym with an iPhone attachment or a dribble-proof case for my new baby. Many people are surprised when I answer an emphatic ‘NO!’

Do babies REALLY need techno-toys?

I have to declare that I am a little bit more conservative when it comes to babies and technology. I am talking very young babies here (less than 12 months).Why? I don’t think that babies, especially very young babies, need techno-toys such as touch phones and tablets. I don’t believe that they are learning from them (despite what the marketing materials will tell you). In fact, I think that the time spent using these devices would be better spent in other ways. The latest neuroscience research clearly spells out what babies actually need for optimal brain development. And it is simple.

Babies need:

* strong and warm ATTACHMENTS to a caregiver;

*to MOVE and EXPLORE what their bodies can do;

*to hear lots of LANGUAGE; and

*’serve and return’ interactions with adults.

BABIES DO NOT NEED SCREENS! Young babies need LAPS not APPS. They want to interact with faces not screens!

Basically, how your grandparents approached child rearing: ‘ancestral parenting’ is best for building your child’s brain. No app or device can replace these rich, human interactions, especially in the early days.

Given that babies are awake for limited hours each day, it is vital that we make very careful choices about how we use this time. Passively watching or swiping at a touch screen is not necessarily the best use of a baby’s time. It is not necessarily providing a baby with the ideal conditions to develop their brain. It is not going to make them a genius because they have been exposed to colours or letters.

Personally, I think that a baby would be better playing on their tummy and caressing a woolen mat, than swiping colours or watching a movie on an iPad.

Will techno-toys hurt my baby?

We don’t yet know precisely about if/how very young children learn with touch technologies (research is slowly catching up). However, we do know that children only start to learn from passive TV at approximately 18 months of age (despite what Baby DVDs claim). Touch devices are more interactive than passive TV or DVD viewing, so perhaps young children can learn from these more interactive devices. We don’t just know. I am not willing to take a gamble and conduct a living experiment with my next baby. There is plenty of time for tablets and phones!

In the very early days I believe babies need lots of ‘face-time’ where they interact with their caregivers (hear language and build an attachment) and goo and gaa (‘serve-and-return’ interaction). I don’t believe that they need gadgets to entertain them. Nothing can replace the sound of Mum or Dad singing to a baby (not even a cute app that sings songs or a book app that reads nursery rhymes).

Will a little bit every now and then ‘hurt’ them?

Now I will wear my practical parenting hat. Before you panic and think that you have caused adverse effects on your child because they have used your smartphone, take a deep breath and read on.

As a parent I understand that from time-to-time, using devices like the iPad or your iPhone to pacify or entertain a baby actually works (and is a life-saver). Sometimes the toy box is no longer appealing and won’t occupy your baby whilst you prepare a meal. I totally understand. So should we resort to these digital devices all the time to calm upset babies? No. We need to teach babies, even from a very young age that adults can help soothe them or that they can calm themselves. We do not need digital pacifiers for babies.

Can my baby actually learn from techno-toys?

Despite the marketing claims of many apps and techno-toys marketed towards young children, there is no known research that has proven that babies learn from screen-based media. The research on children’s toys suggests that the more the toy does for the child (i.e. the more technologically sophisticated the toy is), the less thinking that is required on the child’s behalf. If a baby only needs to swipe at a screen, or even worse, just lie there passively, to activate an on-screen display (say for example a movie or an animation), it is safe to say that there is minimal learning occurring on the baby’s behalf. Therefore, it is unlikely that very young babies will actually learn from these devices. Grab them some stacking cups or wooden blocks and see what they can do!

So tell me in the comments below, am I alone on this one? Am I being too conservative (perhaps it is my protective hormones kicking in)? Or do you agree: do babies REALLY need digital devices?

Sleep in a Digital Age

March 27, 2013 by Support

In a previous post about the essential building blocks for learning, we discussed why sleep is vital for a child’s brain development. Neuroscience is confirming what many parents have known for years: sleep is essential. It is not a luxury, but is instead a basic need. However, in today’s digitally-saturated world, many parents and teachers wonder if today’s children are getting enough sleep? As adults, we tend to wear sleep-deprivation like a badge of honour, but we now know how critical sleep is for cognitive function and this is even more so for children.

Is our digital landscape changing children’s sleeping habits?

The simple answer is ‘yes’. We have many new devices and screens that tempt young children. In the past, we ‘simply’ had to lure children away from TV. However, we now have a range of devices like video game consoles and tablets that appeal to young children (and adults) and often delay sleep time.

A recent study showed that screen time in the 90 minutes before children’s bedtime can cause sleep delays. Overtime this cumulated sleep loss can cause an overall sleep deficit. Rapid-fire TV or video games may over-stimulate young children and activate areas of the brain that require more passive activities before the onset of sleep.

Another recent study published in the journal Pediatrics found that violent or age-inappropriate programming could increase the odds that children have problems falling asleep and staying asleep or have nightmares.

Techno-Bedrooms

Despite guidelines that discourage TVs in bedrooms there is evidence to suggest that these recommendations are often disregarded. In Australia we know that 30% of 5-year old children have a TV in their bedroom. We also know that young children have increasing access to mobile technologies like gaming consoles and tablet devices and that these are often easily transported into bedrooms. It is then difficult for parents to monitor how much media young children consume and place limits on what they can access.

What about book apps before bed?

Parents may be left wondering about whether e-books and book apps should be avoided before bedtime, if they are trying to limit screen-time before bed. I recommend that parents make careful choices about the types of book apps that they use before bedtime. There is no need to completely ban them. Avoid book apps that contain too many ‘bells and whistles’ like animations and sound effects. Try to use basic book apps with minimal distracting elements and limited interactive features (like matching games or puzzles within the book).

Suggestions for parents:

*Where possible avoid screens in the hour before bed. However, if your children are watching TV before nodding off, make sure they’re tuning into an age-appropriate show. Checking out media organisations such as Common Sense Media can assist parents figure out what kinds of programming they should avoid;

*Limit rapid-fire (fast-paced, action) screen use in the hour before bed-time;

*Monitor the content of screens before bed. Avoid violent or age-inappropriate programs (even news programs contain graphic and violent content);

*Establish and maintain bedtime rituals (as opposed to rigid routines);

*Keep bedrooms as ‘screen-free’ zones: TVs, computers, touch devices and gaming consoles should not be placed in children’s bedrooms;

*Talk to your child about why sleep is so important for their brain;

*Model effective sleep habits yourself. Do not wear lack of sleep like a badge of honour. Sleep is a basic need and we need children to understand this. Sleep must be a priority.

Do you have tips or ideas for managing your child’s sleep in a digital age? Are you a concerned parent or teacher who worries about how screen time is encroaching on sleep? I’d love to see your comments below.

Sleep: An Essential Building Block for Learning

March 27, 2013 by Support

As adults we know how poorly we function when we don’t have enough sleep. (Remember those sleepless nights as a parent of a newborn baby and how you would have done anything for some much-needed shut-eye?). The same is true for babies and young children. Sleep is a vital building block in children’s development. It plays a critical role in building brain connections.

Why is sleep so important?

Sleep has a restorative function on the brain. It allows the brain to process information it has encountered throughout the day, growth hormones are released, memories are consolidated and unnecessary memories are dumped. Sleep is essential for learning. During wakeful periods, it is too onerous for the brain to take in the flood of new experiences and make sense of them at the same time. Instead, our brains shut out new input and sorts through what they have seen and experienced during sleep.

A recent study showed that even mild sleep deprivation (one hour less sleep a night) can impair children’s cognitive functioning, in particular their language skills.

US studies have found that children are sleeping on average 30 minutes less today than they were 20 years ago. This is alarming given that research has found a loss of just one hour’s sleep a night for primary school children is the equivalent to reducing their cognitive ability by 2 years.  Therefore, a Year 4 student deprived of one hour of sleep nightly will, unfortunately, perform at the same level as a Year 2 student.

How much do they need?

The following guidelines provide an indication of suggested ranges of sleep for each age range. It is important to note that there is a huge variation in how much sleep each individual child or adult needs.

Newborns to 2 months- 12-18 hours

Infants- 14-15 hours

Toddlers 12-14 hours

Preschoolers 11-13 hours

Primary school children- 10- 11 hours

Pre-teens and teens- 8.5-10 hours

Adults- 7.5-9 hours

Children need so much sleep because they have so much to learn. Therefore, it is critical that we teach children why sleep is vital and model effective sleeping practices ourself. This is even more critical in a digital age as there are so many devices and gadgets competing for our attention and impacting on our sleep. Read more about sleep in a digital age here.

Will DVDs Build My Baby’s Brain?

August 1, 2012 by Support

Today’s parents are under increasing pressure to buy educational goods for their children.

From the moment a child is born, parents are bombarded with toys and products touted as ‘educational’. Parents and teachers are often seduced by the promise that these products will give young children a ‘head start’.

But are these toys, gadgets and products really necessary? Do babies, toddlers, preschoolers and young children really need these products? Do they actually live up to their marketing hype?

Let’s look at one specific product marketed at parents of babies: Baby DVDs.

The Baby DVD industry is estimated to be worth over $500 million per year. There are many different types of baby DVDs available on the market and many parents receive these as gifts from family and friends with the very best of intentions when a new bub arrives. Baby Einstein, Brainy Baby, Playtime are some popular examples.

Despite the marketing hype and claims of many baby DVD products, there is an absence of research to substantiate their claims. In 2007 Disney, the owner of the Baby Einstein DVDs was forced to offer a refund on their baby DVD range after the Federal Trade Commission found that their website and packaging claims were not supported by research.

A University of Washington study found that for each hour-per-day spent watching baby DVDs/videos, infants understood on average six to eight fewer words than those who didn’t watch. Whilst there were some methodological flaws (few babies are capable of watching an-hour of TV) in the study, the authors recommended that parents limit their use because of concerns about language acquisition.

It is important to point out that this does not mean that all TV/DVDs are bad for children. What the Washington study and other studies like it have shown, is that Baby DVDs do not provide babies with an advantage, as claimed by marketing materials.

In fact, children’s language development may be hampered by the use and over-use of these products. Interestingly, we have a growing body of evidence that shows that educational TV can actually support young children’s learning. What we don’t have at this stage, is evidence to show that babies benefits from Baby DVDs.

Parents often purchase or use these products thinking that they will enable their child to have a jumpstart on learning. Science now tells us that BABY DVDs ARE NOT THE TEACHER IN THE LIVING ROOM. In fact in November 2011, the American Academy of Pediatrics revised their position statement on screen-time for children under 2 years of age. This revised position statement discourages media use for children under 2 years of age (it is important to note that this position statement is based on passive media like TV and DVD viewing and does not take into account more recent interactive technologies like iPads and other touch devices).

So why do babies like them?
There’s no doubt that many babies will instantly be drawn to a TV screen, often regardless of the content.

So why is that?

The ‘Pavlov Effect’ has been used to explain why babies are drawn to Baby DVDs (and TV in general). The rapid sequencing of images and musical accompaniment is the primary reason why babies are initially attracted to screens. The constantly changing images and sounds cause an ‘orienting response’ which is a primitive reflex (much like a baby’s other primitive reflexes like the startle reflex). It is a protective reflex that automatically alerts us to potential dangers and focuses our attention. The ‘newness’ and constantly changing images and audio actually engage the baby.

Therefore, the rapid screen cuts are the reason many babies appear to be mesmerised by what they see on screen. This can in turn create a hyper-vigilant mind. This is one reason why Professor Dimitri Christakis who’s Director of the Child Health Institute at the University of Washington, Seattle, cautions against the use of Baby DVDs.

What else should babies be doing?
Babies and infants need what neuroscientists call ‘serve and return’ interaction with an adult (that is lots of talking and physical interaction with adults).

They need opportunities to experiment and explore with real materials, such as blocks, sand and water.

They need face-to-face interaction with adults and other children.

They need opportunities to explore with their bodies and find out what they are capable of doing such as rolling, tummy-time, creeping, crawling, reaching and stretching.

They need to play with objects and toys and find out what they can do.

They need to hear language- songs, nursery rhymes, stories from a familiar voice. They need tactile stimulation in the form of massage.

Overall, researchers and pediatricians are concerned that Baby DVDs displace valuable opportunities for learning. If young babies have limited waking hours, then this time needs to be spent in engaging experiences with responsive adults, not screens.

What should parents do?
This is not to suggest that watching Baby DVDs will be detrimental to young children. The average length of time spent watching a Baby DVD is reported to be 9 minutes, so it is unlikely that this amount of viewing will cause long-term problems. If you do choose to use Baby DVDs, use them sparingly. As part of a balanced range of learning experiences, there is little evidence to suggest that these products will adversely affect your child. Also, when using the DVDs try, where possible, to watch with your child and discuss what you are seeing on-screen. This will build their language skills. We have lots of research evidence to show that co-viewing of media helps children learn.

Simple Strategies for Building Brains: Move and Eat Well

July 18, 2012 by Support

Children need to move to learn. This will be nothing new for our grandparents who have always known this. Physical movement actually sets up the neural pathways (the brain connections) required for academic learning to occur. Simple things like crawling, rolling, rocking, swinging and skipping all develop the brain architecture that is needed for later ‘classroom’ learning. For example, crawling is critical for later learning. Crawling develops the neck muscles (tonic neck reflex) required for sitting at a desk and reading from a whiteboard. It also develops tracking skills (following with your eyes) essential for reading and allows the eyes to focus on objects which are the exact distance you should hold a book in front of your face.

Today, many young children do not have the opportunity to develop and refine these basic movement patterns because we lead more sedentary lifestyles. From a young age, we place babies in carriers (baby carriers, rockers, slings, prams, high-chairs, seat-props) and the increasing use of screens and digital technologies has resulted in a more sedentary childhood. However, research tells us that children MUST move to learn.

We also know that children need to eat well fort their brains to develop effectively. Essential fatty acids (EFAs) are needed to coat the axons (the connections between the brain) with a fatty substance. This fatty substance, myelin, protects the neurons (brain cells) and enables connections to be sent at a much quicker rate. Unfortunately, our bodies cannot make EFAs so we have to consume them through foods such as flaxseed oil, avocado and oily fishes like salmon, mackerel and sardines.

So What Can Parents and Teachers Do?

• Invest in a perceptual motor or movement program. There are lots of quality programs around for both preschools/schools and parents. Gymabroo is a popular Australian movement-based program for parents and children to attend to develop essential movement skills that children require to learn successfully. Moving Smart, Brain Gym and Move to Learn are popular commercial programs suitable for preschools and schools.
• Allow young children to PLAY. Children of all ages need time in unstructured play. They need opportunities to crawl, skip, hop, swing, roll, gallop, spin, run and climb.

• Provide children with foods high EFAs.

• Model healthy eating habits

We cover more practical tips for both parents and teachers in our workshops and seminars on early brain development and learning.

Simple Strategies for Building Brains: Language

June 10, 2012 by Support

We know more than ever about how brains develop and the critical role that parents and teachers play in this process. Essential aspects of brain architecture are shaped by a child’s experiences. This development starts before birth and continues at a rapid rate after birth. Many fundamental aspects of brain architecture are established well before a child enters school. So what sorts of things should parents and early childhood teachers be doing with young children to facilitate this learning? [Read more…]

Simple Strategies for Building Brains: Secure attachments, sleep and stress

June 1, 2012 by Support

A child’s early experiences form brain circuits that provide the basic architecture of the brain. These brain circuits are constructed through a process that begins early in life (before birth in fact) and continues into adulthood.

Much like constructing a house simpler circuits are built first and then more complex brain circuits build on them later. Whilst a child’s genes provide the basic blueprint for their brain architecture, their early experiences influence how or when these genes are expressed. It is essential that we get the basic right so a child’s brain is wired right from the start. [Read more…]

Raising Your Child in a Digital World:

Finding a healthy balance of time online without techno tantrums and conflict