This document provides an overview of a webinar on brain science for babies. It includes polls and questions to engage participants. Key topics covered include the importance of self-control in predicting academic success, the negative effects of excessive TV for young children, how enriched environments can change the brain, and the critical role of nurturing relationships and managing emotions in a child's development. The webinar emphasizes that both genes and the environment interact to shape development and discusses strategies like the seed and soil analogy to understand this interaction. It concludes by assigning homework and outlining the schedule for future sessions.

1. Welcome to
Brain Rules for
Baby…
Book Club!

2. Things you will need for a successful day:
1 2 3

5. Why are all these
people here to listen
to my dad talk about
my brain?
Tell in chat why you
are participating in
this webinar.

6. 2. Identifying and Activating Prior Knowledge

7. GREAT!
None! A BUNCH!
Rate how much
you rely on
research to do
your job.
Rate your comfort with
research on babies’ brains.

8. What’s the best predictor of academic success?
a = IQ
b = Self-control
c = Grades

9. What’s the best predictor of academic success?
a = IQ
b = Self-control
c = Grades

10. You’re exhausted and you need a break from baby. How much TV can you let
your 18-month-old watch without negatively affecting his or her brain?
a = None.
b = About an hour a day.
c = Any reasonable amount, as long as you’ve chosen an educational,
interactive show.

11. You’re exhausted and you need a break from baby. How much TV can you let
your 18-month-old watch without negatively affecting his or her brain?
a = None

12. 3. What Brain Science Can’t Do

13. Step 2:
Select 1 limitation
Step 1:
Scan p. 5 in your
book.
Step 3:
On scratch paper
summarize how that
limitation is relevant
to your work.
limitation
What brain research CAN’T do!

14. limitation
What brain research CAN’T do!
Post your thoughts in chat.

16. 4. Nature vs. Nurture: the
Seed and Soil Analogy

17. What is Neural Plasticity?
DEFINITION of Neural Plasticity: the brain’s capacity to physically
change the size and capacity of cells based on experience.
PROPERTIES of Neural Plasticity:
1) it is present in all animals,
2) it allows for strategic differentiation, and
3) it is regulated by age, experience, and chemical signals
Sensory
Neurons
Activated
How Physical Experiences
Can Cause Brain Changes

18. What Does the Brain-Changing Research Say?
Exposure to an enriched environment promotes
• neurochemical,
• structural and
• neurophysiological changes in the brain

19. What Does the Brain-Changing Research Say?
Exposure to an enriched environment promotes
• neurochemical,
• structural and
• neurophysiological changes in the brain
and is associated with
• enhanced synaptic plasticity and
• improved hippocampal-dependent learning.
McNair et al., (2007). Global changes in the hippocampal proteome following
exposure to an enriched environment. Journal of Neuroscience 145(2), 413-422.
doi:10.1016/j.neuroscience.2006.12.033

20. The Great Debate: Nature vs. Nuture
Which column reflects the influence of GENES on a child’s development?
66%
34%
Column A
Column B

21. The Great Debate: Nature vs. Nuture
Which column reflects the influence of GENES on a child’s development?
66%
34%
Column A
Column B
Genes Environment

22. What is the single most important thing the brain requires to be able to
learn?
a = A stimulating environment.
b = Teachers with exceptional Theory of Mind (relational) skills.
c = A feeling of safety.

23. What is the single most important thing the brain requires to be able to
learn?
A = A stimulating environment.
B = Teachers with exceptional Theory of Mind (relational) skills.
C = A feeling of safety.
C = A feeling of safety.

24. What’s the No. 1 factor that predicts how your child will turn out?
a = Providing a loving household.
b = How perfect a parent you are.
c = How you deal with your child’s intense emotions.

25. What’s the No. 1 factor that predicts how your child will turn out?
a = Providing a loving household.
b = How perfect a parent you are.
c = How you deal with your child’s intense emotions.

26. Nature/Nurture Connection
• Purpose of the brain:
to
• Humans acquire most of their information
through
• Necessary for
• This happens through
Purpose of the brain (NRC, 2000 p. 53)

27. Enriched Environment
Source: Barbro B. Johansson and Pavel V. Belichenko (2001) Environmental Enrichment on
Intact and Postischemic Rat Brain

28. What this actually looks like:
http://intra.ninds.nih.gov/Research.asp?People_ID=1312

29. http://www.frontiersin.org/integrative_neuroscience/10.3389/fnint.2012.00036/full
5 Days 6 Years Adult
Age (in Years)
MetabolicRate
0 4 8 16 20 24

30. ACTION IS IN THE INTERACTION
HEREDITY
CHILD
ENVIRONMENT

31. The Critical Period
From data compiled by Brain Wave Trust & Wisconsin Council on Families and Children
http://parentingbabytosleep.blogspot.com/2008/12/babies-cry-it-out-over-use-of.html

32. What does this mean to
children at risk?SocialCompetence
Time

33. What will give your child his or her best chance at happiness?
a = Having close friends.
b = Finding a satisfying career.
c = Living according to his or her values.

34. What will give your child his or her best chance at happiness?
a = Having close friends.
b = Finding a satisfying career.
c = Living according to his or her values.

35. At what point does research say that children stop asking
questions in school?
a = Elementary school. Kids learn very quickly that teachers
value the right answer more than a provocative question.
b = High school. Teenagers become absorbed in other critical
matters, such as that text message from Brendan or Kate –
what does it mean?
c = Never, really. Curiosity is an innate feature of the brain.

36. a = Elementary school. Kids learn very quickly
that teachers value the right answer more
than a provocative question.
At what point does research say that children stop asking
questions in school?

37. Your kid rocks a spelling test. What do you say?
a = “I knew you could do it. You’re so smart!”
b = “I’m so proud of you. You must have studied hard!”
c = Either one.

39. Another Way of Looking at This…
Risk Factors
Academic Performance
0
1
1
1 5 9

40. Ramey and Ramey, 1999
IQ Performance
Learning and Cognitive
Performance
Language Development
Resilience
Social Responsiveness
Academic Locus of Control
Maternal Education
Maternal Employment
Incidence of
intellectual sub-normality
The Carolina Abecedarian Project
The Impact 15 Years Later

41. Child-Reading Attitudes
Home Environments
Maternal Attachment
Ramey and Ramey, 1999
The Carolina Abecedarian Project
The Impact 15 Years Later

42. Ramey and Ramey, 1999
The Carolina Abecedarian Project
Long-Term Benefits at Age 21

43. Step 2:
Write your own
definition of seed/soil
Step 1:
Scan p. 10 in your
book.
Step 3:
Prepare to share
implications for your
work
What IS the seed/soil analogy?

45. 5. New Questions

46. I have some
NEW questions
now!
Jot your
questions
down…put
them in your
book &
bring to the
next
meeting.

48. 6. Next Steps and a Homework Assignment

49. At James Madison University’s Memorial Hall
Look for reminders in your email!
Part 2 – April 20th, 10:00-3:30 (face to face)
Part 3 – May 21st, 2:30-4:00 (online)
Hey, Jeremy,
this was a great
first session!
It sure was! I’m
looking forward to the
next session
April 20th @ JMU!

51. Until Next
Time…