GROWING BRAINS
Inspired by a recent visit of Eric Jensen to the UK, Hannah Watkins discovers how we can all help our children's brains grow
Myth: our brains don’t change much from birth. We only lose brain cells as we get older . . .
Over the past 20 to 30 years, a wealth of new scientific research has proven wrong the belief that the creation of new brain cells only occurred before or soon after birth.
“THE DAILY CHEMISTRY OF OUR BRAIN ADDS GREAT COMPLEXITY TO THE QUESTION: HOW DOES OUR BRAIN LEARN? HOW WE FEEL, ACT AND THINK ARE LINKED TO LEARNING AND MEMORY WHICH, IN TURN, ARE INFLUENCED BY THE CHEMICALS RELEASED”
It will be interesting to see in the 21st Century how many more of our long-held beliefs have to be re-evaluated. Whilst we still have a long way to go in order to understand the complexities of our brains, what we know already can be put to good use, particularly when bringing up children.
It is now possible to scan a brain and see where areas of new growth of brain cells are actually occurring
Neuroscience was in its infancy less than 50 years ago but, from the 1990s, due to incredible technical advances such as MRI scanners and focused research projects, we have learnt huge amounts of information about the physical processes of the brain.
Much of this research has been sponsored by pharmaceutical companies but the findings can be used by scientists, psychologists, educators and parents alike, informing our understanding of the way children and adults learn.
The recent research has included studies into the brain functions of not only babies and children but healthy adults, the elderly and those who are terminally ill and it is now possible to scan a brain and see where areas of new growth of brain cells are actually occurring.
The findings of neuroscience can help us be better learners and teachers
The findings are fascinating; revealing that the brain constantly changes and adapts to different experiences and environments. For example, neurogenesis (the creation of new neurons or brain cells) is triggered when stimulated at whatever age. Conversely it can also be damaged by something as simple as stress.
Professor Elizabeth Spelke, a cognitive psychologist at the Laboratory for Developmental Studies at Harvard University’s Department of Psychology, has discovered, through neuroscientific studies, that even babies as young as 3 months old react to pattern and simple mathematical sequences.
And, whilst there remains disagreement amongst experts as to whether we are born programmed with this knowledge or learn extraordinarily quickly, what is evident is that young children are capable of much more than we previously thought.
The question now is how to unlock this potential? With knowledge of the basic functions of the brain and a few simple strategies, the most startling improvements can occur in children’s learning too.
Eric Jensen, one of America’s foremost pioneers of “brain-based learning” and author of a number of best selling books focusing on how the findings of neuroscience can help us be better learners and teachers, explains how simple it is for non-scientists such as teachers and parents to make a real difference.
Brain Chemistry and Behaviour
There are drugs that can supposedly help us have better memories or attention spans but these remain in the early stages of development and why look for synthetic solutions when these very studies of the brain can give us the tools to enable our brains to function much more successfully.
In his book, ‘Teaching with the brain in mind’, Jensen says: “The daily chemistry of our brain adds great complexity to the question: How does our brain learn?” Our behaviour is strongly affected by chemicals in the brain. How we feel, act and think are linked intrinsically to learning and memory which, in turn, are influenced by the chemicals released. They are also the key influence on attention without which it is impossible to access and retain knowledge.
Among dozens of chemicals that affect our state of mind and body are a number of chemicals that are responsible for certain responses in the brain which can either help or prohibit learning.
Seratonin
For example, seratonin is a chemical released into the brain through feelings of safety and wellbeing. It is released when we feel comfortable with ourselves and our surroundings and when we feel safe and secure. It is also released when we listen to favourite music, do physical exercise or just when we are in situations that are familiar.
Studies have shown over the last 20 years that, when seratonin levels are decreased this has been linked to aggressive, impulsive behaviour or violence.
Parents and teachers can stimulate the flow of this chemical by influencing the positive feelings of wellbeing using techniques that will make children feel comfortable and not under threat or pressure. Giving children feedback on how they are doing, getting them moving, dancing or listening to music before they go to school or do their homework, and ensuring a secure, safe environment in which to live, work and play helps their brains grow.
Seratonin is released when a child is given a positive role such as being responsible for other siblings, the head gardener or helper in the kitchen
If, as it also seems, seratonin is released when a child is given a positive role such as being responsible for other siblings, the head gardener or helper in the kitchen, it makes a good case for the importance of sharing out these roles amongst all children in a family so that each gets their fair share of positive feelings.
Dopamine
Another “feel good” neurotransmitter is dopamine which, when released, gives us feelings of “pleasure”. We hear a lot about dopamine, particularly in relation to drug-taking, with users in search of the high but dopamine is released naturally through successful problem solving, winning, prediction that something good is going to happen, bonding, and celebration of success.
The release of “good motivator” chemicals in the brain work more effectively than handing out prizes, sweets or money to acknowledge success
For example, when playing games with children, putting readily answerable questions or tasks into the game at the beginning where they can successfully solve a few problems boosts the release of dopamine which in turn will help their memory enable them complete more demanding tasks.
If we believe in our ability and have goals set either by ourselves or for us that we clearly understand, have relevance and are not well beyond the realms of possibility, this positive belief also triggers the release of dopamine along with another pleasure chemical, endorphins. Eric Jensen calls these “good motivator” chemicals. It is our internal way of motivating ourselves to achieve and receive rewards for that achievement. This “internal reward system” has been seen through studies to work more effectively than handing out prizes, sweets or money to acknowledge success.
Adrenaline
Under conditions of stress, fear or excitement the hormone, adrenaline, is released from the adrenal gland into the bloodstream, eventually, through the liver, stimulating the release of glucose for rapid energy. Along with other drugs, it helps signal to the brain: “This is important; keep this,” and therefore is vital to help memory. Eric Jensen refers to evidence of research that showed adrenaline acts as a memory fixative, “locking up memories of exciting or traumatic events”.
When something happens that is interesting, exciting or simply good fun, we seem to be programmed to want to do it again and these “unusual” events create an extreme memory that remains with us most of our lives.
If children have had great fun, experiencing new things and new places, adrenaline kicks in and fixes the memory of what happened there
One way we can help our children is to link up what we want them to learn with what Eric Jensen calls “the wow” factor so that they make connections that will strengthen and influence natural memory. Therefore, if children have had great fun, experiencing new things and new places, adrenaline kicks in and fixes the memory of what happened there. Trips to the Science Museum, for example, including an action-packed, exciting, hands-on trail will be more effective as a learning tool than sitting in a classroom. But the importance of varied experience is vital for the process of learning because, once things become normal, the brain moves on.
Cortisol
Just as some chemicals have proved to be positive, others have a potentially negative effect on our state of mind and learning. Stress makes it virtually impossible to learn. Whilst some stress can keep us alert and in survival mode, too much simply leads to the brain “shutting down”.
The chemical, cortisol, is commonly released during stress, whether it be physical, environmental, academic, or emotional. Thinking and memory are weakened to a point where extreme stress prevents the brain from making connections and thinking problems through logically. Very high levels of cortisol can lead to the death of brain cells.
Children can be very sensitive to stress or distress. Going to school or being put in a new group of friends can be a difficult time for children. Eric Jensen highlights research that shows that 10 minutes of stress a day over 5 days in tested rats saw that their brain cells became smaller.
Whilst some stress can keep us alert and in survival mode, too much simply leads to the brain “shutting down”
It must be remembered that humiliation, embarrassment and bullying can all cause stress for children. Eliminate these and your child has more chance of success.
Neuroscience is not just about chemicals. Human behaviour is affected by an infinite number of factors both physical and external. One thing seems certain though: the old idea that, if someone cleverer than you teaches you, you will automatically learn, is far too simplistic. For optimum learning, you’ve got to keep the brain in mind.