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Pamela C. Phelps, Ph.D. The Creative Center for Childhood Research and Training, Inc. (CCCRT) www.cccrt.org www.bcctseries.com
From Symbol to Sign:
Laying The Foundation For Later School Success
WE ARE BORN WIRED FOR SPEECH BUT NOT FOR READING AND WRITING
The first writing systems were based on pictographic symbols known as hieroglyphics. Sometime during the second millennium B. C. (estimated between 1850 and 1700 B.C.) a group of Semitic-speaking People adapted a subset of Egyptian hieroglyphics to represent the sounds of their language. This script is often considered the first Alphabetic writing system.
Brain research tells us that: Brain development is dependent on a complex interaction between the child’s genetic make-up and the environments in which he lives. (Schiller, 1998)
Experiences from the moment of birth affect a child’s development of literacy skills. Becoming literate is a continuous journey, the success of which is dependent on the child’s individual characteristics and the literacy experiences provided.
Brain research tells us that: The brain develops substantially as a result of positive interactions with others. Nurturing, responsive relationships are essential to the cognitive development of children. (Espinosa, 2002)
Brain research tells us that: Children learn best in environments where they feel safe and have developed attachments to adults and other children. All learning enters the cortex through the limbic system. (Martel, 2000)
Brain research tells us that: Early interactions affect the brain’s wiring. These early experiences contribute to the child’s brain structure and capacities. (Nash, 1997)
Brain research tells us that:
Exciting, interesting environments (not overwhelming with sensory stimulation) help children to be alert and engaged in learning. (Schiller, 1997)
Our brains like patterns and novelty!
Brain research tells us that:
Every child has the same set of systems, and yet they are all different. Some of the difference is genetic and some is a consequence of differing experiences and environments. The differences can be seen in terms of learning styles, talents and intelligences (Gardner, 1983, 1993). Multiple intelligences and vast ranges of diversity are characteristic of what it means to be human. (Caine & Caine, 1994)
Brain research tells us that:
Intelligence is dependent upon the child’s ability to see patterns in his world.
In patterning we include schematic maps and categories both acquired and innate. The brain/mind needs and automatically registers the familiar while simultaneously searching for and responding to novel stimuli. Effective education must give learners an opportunity to formulate their own patterns of understanding. (Caine & Caine, 1994)
Brain research tells us that:
Emotions are critical to patterning. What we learn is influenced and organized by emotions and mindsets involving expectancy, personal biases and prejudices, self-esteem and the need for social interaction. Emotions and thoughts literally shape each other and cannot be separated. Emotions color meaning. An appropriate emotional climate is indispensable to sound education. (Caine & Caine, 1994)
Intelligence is forming as babies use all their senses to perceive the world and find patterns.
The pleasure babies receive from their caregivers enables them to decipher patterns in the caregivers’ voices and facial expressions that reflect the caregivers’ feelings and intentions. Thus begins the journey of learning to recognize patterns and organize perceptions into meaningful categories.
Engaging Autism. Greenspan and Wieder, 2006.
When this part of the brain is triggered, reactionary behavior occurs. The child will exhibit “fight or flight” behaviors when he is frightened, intimidated, threatened or criticized. Tantrums or arguing may also occur because the child feels the need to defend himself.
THE CHILD IS UNABLE TO LEARN IN THIS STATE OF MIND
Brain Stem (Black Core) = Survival
MacLean cited in Martel, 2000
Survival always takes precedence over higher level thinking
• Flight
• Fight
• Freeze
Limbic (Red Layer) = Emotion
This is our emotional mind. All perceptions enter into this part of the brain. When a child experiences love, kindness, compassion, appreciation and caring, his higher thinking abilities are activated.
LEARNING IS OPTIMIZED WHEN THE LIMBIC SYSTEM IS ACTIVATED THROUGH POSITIVE EXPERIENCES
MacLean cited in Martel, 2000
If the limbic system perceives good feelings, the cortex can engage in the following:
• Reasoning & analysis • Planning & organization • Speech & language • Sight & hearing • Creative thoughts
THIS IS THE CHILD’S THINKING MIND
Cortex (Blue Layer) = Reason & Logic
MacLean cited in Martel, 2000
• phonemic awareness: the ability to hear and manipulate the sounds in oral language;
• phonics: the relationships between letters and sounds;
• fluency: the ability to read quickly and naturally, recognize words automatically, and group words quickly;
• vocabulary knowledge: new words and what they mean; and
• text comprehension: understanding what is being read and developing higher-order thinking skills.
All children learn best with an integrated approach to reading skills which teaches:
Some students are ready to read at age three, while others might need to wait until nine. Martha Bridge Denckla, director of developmental cognitive neurology at the Kennedy Krieger Institute and neurology professor at Johns Hopkins University
Multi-sensory experiences help children develop knowledge.
Experience is the architect of the brain. The more senses involved in the experience, the more readily the information can be accessed. Montessori, 1964; [email protected]
School Readiness School readiness is the ability to cope with the school environment physically, socially, emotionally, and academically without undue stress and to sustain in that environment. Quote taken from “One piece of the puzzle” by Barbara Carl & Nancy Richard
Some Misinformation: • Intelligence is the main ingredient of school
success. • A child who can read is successful in school. • An early start in academics leads to more
success later on. • Children can be taught readiness. • Children can be made to learn. • What a child knows is a measure of his
readiness for school.
• Children learn only what they are taught.
Domains of Development:
• Motor: Fine & Gross • Language & Communication • Social & Emotional • Cognitive (Concepts) • Self-help • Play
Children Have Two Ages
Chronological Age: The age a child is from birth.
Developmental Age: The age at which a child is functioning in the developmental domains.
Children should be able to do their own experimenting and their own research. Teachers, of course, can guide them by providing appropriate materials, but the essential thing is that in order for a child to understand something, he must construct it himself, he must reinvent. Piaget, 1972
Children use Messy and Structured Construction
Materials and develop from
Process Players (Toddlers) to the ability to
Create Realistic Products and from the
Creation of Realistic Products to
Sign (ABC's and 123's)
WE ARE BORN WIRED FOR SPEECH BUT NOT FOR READING AND WRITING
The first writing systems were based on pictographic symbols known as hieroglyphics. Sometime during the second millennium B. C. (estimated between 1850 and 1700 B.C.) a group of Semitic-speaking People adapted a subset of Egyptian hieroglyphics to represent the sounds of their language. This script is often considered the first Alphabetic writing system.
Block Construction Play
Marker/Crayon/Easel
Writing Development
Kindergarten survival skills:
• Listening • Following through and finishing tasks • Being self directing • A cooperative attitude • Respectful of adults • Can accept minor disappointments
or limits without tears • Finds ways to resolve conflicts with
peers independently • Being responsible for personal
hygiene and belongings
IN CHILDREN WHO HAVE DIFFICULTY READING, “THE BRAIN’S WIRING DIAGRAM IS JUST A LITTLE BIT DIFFERENT, BETTER THOUGHT OF AS AN ANOMALY RATHER THAN AN ADNORMALITY. FOR ALL WE KNOW, IT MAY HAVE SOME BENEFIT FOR OTHER ACTIVITIES, BUT IT APPEARS TO BE SOMEWHAT DISADVANTAGEOUS FOR READING.
MANY HIGHLY SUCCESSFUL PEOPLE SUCH AS ALBERT EINSTEIN AND CHARLES SCHWAB WHO ARE NOT SO GREAT AT BASIC
ACADEMIC SKILLS LIKE READING.
THE TALENT FOR READING AND PARTICULARLY READING QUICKLY IS NOT DISTRIBUTED TO EVERY HUMAN BEING, AND DEFINITELY NOT
IN PROPORTION TO ONE’S OTHER TALENTS.
Martha Bridge Denckla, research scientist at the Kennedy Krieger Institute, professor at Johns Hopkins School of Medicine, and member of the Dana Alliance for Brain Initiatives
READING IS PROBABLY THE HARDEST THING WE TEACH CHILDREN TO DO. THERE ARE JUST SOME KIDS THAT ARE GOING TO HAVE A HARD TIME. THERE IS A VARIABILITY AT THE HIGHEST LEVEL OF THE BRAIN FOR MANY DIFFERENT THINGS WE CALL TALENTS- MUSIC, ART, SPORTS. SOME OF US ARE BORN WITH AN UNTALENTED EAR FOR SPEECH SOUNDS OF LANGUAGE WHICH MAKES IT VERY DIFFICULT TO CONNECT WITH AN ALPHABETIC SYSTEM AND BE PROFICIENT AT READING.
Martha Bridge Denckla, research scientist at the Kennedy Krieger Institute, professor at Johns Hopkins School of Medicine, and member of the Dana Alliance for Brain Initiatives
GIRLS ARE SCHOOL READY BEFORE BOYS BECAUSE THEIR BRAINS TEND TO BE BETTER WIRED IN THE LEFT HEMISPHERE FOR READING AND WRITING. IN ORDER TO READ CHILDREN NEED A STRONG HEMISPHERIC CONNECTION (CORPUS CALLOSUM). IN GENERAL THIS CONNECTING TISSUE DEVELOPS EARLIER IN GIRLS AND IS RICHER IN NEURONS IN LATER LIFE. THE TWO HEMISPHERES NEED TO COMMUNICATE AS THE RIGHT WILL FORM AN IMAGE CONNECTED TO THE LETTER AND THE LEFT WILL MAKE MEANING OF THE WORD AND CONTENT. CROSSING THE MID-LINE IS IMPORTANT FOR SCHOOL READINESS.
Brain Research Tells us That:
The key to developing literacy – and all other skills – is to pace the learning so that it is consistent with the child’s development, enabling him or her to succeed at the early stages. Ensure this initial success and the child’s natural love of learning blooms. Doom him to failure in the beginning by making inappropriate demands and he may well be unable to overcome the resulting inadequacy. Alliance for Childhood, 2002
