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Long-term benefits of improving your toddler's memory skills

Early intervention: New research shows that preschoolers with poor short-term recall are more at risk of dropping out of high school

Date:

January 12, 2016

Source:

Concordia University

Summary:

Preschoolers who score lower on a memory task are likely to score higher on a dropout risk scale at the age of 12, new research shows. In a new article, the authors offer suggestions for how parents can help kids improve their kid's memory.

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If your toddler is a Forgetful Jones, you might want to help boost his or her brainpower sooner rather than later. New research shows that preschoolers who score lower on a memory task are likely to score higher on a dropout risk scale at the age of 12.

"Identifying students who are at risk of eventually dropping out of high school is an important step in preventing this social problem," says Caroline Fitzpatrick, first author of a study recently published in Intelligence, and a researcher at Concordia's PERFORM Centre.

She and the study's other researchers, who are affiliated with the Université Sainte-Anne and Université de Montréal, have suggestions for how parents can help kids improve their memory.

The study examines responses from 1,824 children at age two and a half, and then at three and a half. That data is then compared to the school-related attitudes and results of these children when they hit grade seven.

Results were clear: those that do better on a memory-testing imitation sorting task during toddlerhood are more likely to perform better in school later on -- and therefore more likely to stay in school. The imitation sorting task is specifically effective in measuring working memory, which can be compared to a childs mental workspace.

"Our results suggest that early individual differences in working memory may contribute to developmental risk for high school dropout, as calculated from student engagement in school, grade point average and whether or not they previously repeated a year in school," says Fitzpatrick.

"When taken together, those factors can identify which 12 year olds are likely to fail to complete high school by the age of 21."

Help at home

"Preschoolers can engage in pretend play with other children to help them practise their working memory, since this activity involves remembering their own roles and the roles of others," says Linda Pagani of the Université de Montréal, co-senior author.

"Encouraging mindfulness in children by helping them focus on their moment-to-moment experiences also has a positive effect on working memory."

Pagani also notes that breathing exercises and guided meditation can be practised with preschool and elementary school children. In older kids, vigorous aerobic activity such as soccer, basketball and jumping rope have all been shown to have beneficial effects on concentration and recall.

The researchers note that another promising strategy for improving working memory in children is to limit screen time -- video games, smartphones, tablets and television -- which can undermine cognitive control and take time away from more enriching pursuits.

"Our findings underscore the importance of early intervention," says Fitzpatick.

"Parents can help their children develop strong working memory skills at home, and this can have a positive impact on school performance later in life."

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Story Source:

The above post is reprinted from materials provided by Concordia University. Note: Materials may be edited for content and length.

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Journal Reference:

1. Caroline Fitzpatrick, Isabelle Archambault, Michel Janosz, Linda S. Pagani. Early childhood working memory forecasts high school dropout risk. Intelligence, 2015; 53: 160 DOI: 10.1016/j.intell.2015.10.002

Physical Fitness in Early Childhood: What's Developmentally Appropriate

By Rae Pica

No pain, no gain. Target heart rate. Pumping up. These are all expressions we relate to fitness for adults. But do the same terms apply to young children? Why should physical fitness be a concern during the early childhood years? Don't young children get all the activity they need naturally by being children? Certainly, they are active enough to be physically fit! Unfortunately, the statistics suggest otherwise. On average, children ages two to five spend about 25 ½ hours a week watching television (during a year, this is as much time as children spend is school), and this number doesn't include time spent playing video games or working with computers. Some studies show up to 50 percent of American children are not getting enough exercise (Taras, 1992). Research also indicates that: 40 percent of five- to eight-year-olds show at least one heart disease risk factor, including elevated cholesterol, hypertension, and obesity; the first signs of arteriosclerosis (hardening of the arteries) are appearing at about age five; and the number of overweight children has doubled in the last decade. In the past, heart disease risk factors were rarely seen in anyone under the age of 30. Of equal significance are the facts that obese children tend to become obese adults, and that children with high blood pressure are likely to become adults with high blood pressure. All of this indicates that "just being a kid" is not what is used to be and is no longer enough to keep individuals healthy. The Good News Since scare tactics are not always the best means of motivation, here's the good news regarding physical fitness: Children who are physically active and experience success in movement activities show higher levels of self-esteem and a greater sense of accomplishment. Physical activity helps children get through the day without fatigue and makes them more alert. Fit children are more likely to participate in sports, dance, games, and other physical activities that improve muscular strength and endurance, flexibility, cardio-respiratory endurance, and body composition. Many health problems are preventable. With an estimated 250,000 deaths a year in the United States caused by low levels of activity and fitness, the solution appears to be as simple as getting up and moving! Although there is currently little research suggesting that childhood physical activity affects childhood health, it is believed that individuals who are physically active as children are likely to remain physically active as adults. Therefore, physical activity in childhood may indeed have an effect on adult health. The key to physical activity in early childhood is enjoyment. For adults, success might be defined in terms of an extra lap run around the track, an extra ten pounds lifted, or getting through an extra 15 minutes of aerobics. For a preschooler, success in any activity is simply a matter of how much fun it is! What Early Childhood Professionals Can Do Pangrazi and Corbin (1993) report that most children are involved in low-intensity, high-volume (long duration) activity each day and "this naturally occurring activity is consistent with the developmental levels of children" (p. 17). Therefore, teachers and caregivers need not be concerned with the type or intensity of the activity, as long as regular activity remains a part of the child's life. The Physical Best program (1989), developed by the American Alliance for Health, Physical Education, Recreation, and Dance, defines physical fitness as "a physical state of well-being that allows people to 1) perform daily activities with vigor, 2) reduce their risk of health problems relative to lack of exercise, and 3) establish a fitness base for participation in a variety of physical activities." If this definition of physical fitness is to become a reality for the children of today, they must be taught that physical activity is just as important in life as good hygiene and a proper diet. Teachers and caregivers must encourage, praise, and validate physical activity at every opportunity and serve as role models to the children in their care. Because Americans now burn fewer calories in the course of their daily lives, physical activity must be planned into each day. Yes, the competition with television, video games, and computers is steep, but children will never be as motivated to be physically active as they are during the early years. The fact is, children love to move! So parents and early childhood professionals are not without weapons in their war against sedentary lifestyles. Rae Pica is a movement education consultant and the author of Experiences in Movement, and the seven-book Moving & Learning Series. An adjunct instructor with the University of New Hampshire, she conducts movement workshops nationwide and has served as a consultant for Children's Television Workshop, the Head Start Bureau, and Children's World Learning Centers. References AAHPERD, (1989).Physical Best Program. Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance. Pangrazi, R.P., & Corbin, C.B. (1993).Physical fitness: Questions teachers ask. Journal of Health, Physical Education, Recreation, and Dance, 64(7), 14-19. Taras, H.L. (1992).Physical activity of young children in relation to physical and mental health. In C.M. Hendricks (Ed.) Young children on the grow: Health, activity, and education in the preschool setting(pp.33-42). Washington, DC: ERIC Clearinghouse. Developmentally Appropriate Aerobic Activities Physical activity, like everything else in children's lives, should be appropriate for their level of development. Calisthenics and structured exercise regimens are not developmentally appropriate for young children and are not likely to contribute to a lifelong desire to keep moving. The following are examples of activities promoting both fitness and fun for young children. Maroning- An energetic march around the room is a great fitness activity. You can provide an accompanying drumbeat or play a recording of a march. Challenge the children to swing their arms and raise their knees while keeping the rest of their bodies straight and tall. The Track Meet- Running is a great aerobic exercise, and a lively piece of music in a steady 4/4 meter can help motivate the children. With school-age children, you can challenge them to race across the country and plot their daily progress on a U.S.map, thereby integrating physical fitness with geography and math lessons. Once around the room might, for instance, equal a mile on the map. With preschoolers, you could use a puzzle map instead. Every day that they run around the gym or playground or for the length of a favorite recording, another state is placed on the puzzle to show their progress. Rabbits and 'Roos- Children love to pretend to be animals. Ask them to jump like rabbits and kangaroos, alternating from one to the other. Which is the larger of the two animals? Which would jump more heavily? Giddy-Up- If there are children in your group who can't yet gallop, challenge the class to move like horses. Those children who can gallop will likely do so, and those who can't will simply pretend to be horses so that they can still meet your challenge and experience success. In essence, any locomotor skill can be an aerobic activity if it is performed continuously. Begin slowly and gradually increase the length of the activities. Encourage the children to push themselves a bit further each time.

Report: Middle Class Children Need Preschool Too

By Lillian Mongeau on October 23, 2015 10:01 AM

Children from middle-income families are more likely to attend preschool than their peers from low-income families, but less likely to attend than children from high-income families. Maybe not surprising, but definitely an issue, according to an October analysis by the non-partisan think tank, The Century Foundation, of the existing research on the effect of preschool on middle class children.

The report opens with the provocative idea that the existing funding formulas used to apportion public early-education funding are all wrong. This quote is actually from the conclusion, which is more concise, but says essentially the same thing as the introduction:

Much of early-childhood policy at the federal and state level focuses on how to divide existing funding for maximum effect. With limited resources, it makes sense that most early-childhood programs so far have focused on serving low-income families. ... [But,] the premise of this scarcity-based approach to funding early-childhood investments is flawed. Instead of fighting over limited resources, we must create a bigger pie.

The analysis then goes on to cite several recent reports on the positive effect of early education on middle-class kids, an area that has historically received short shrift. For example, a 2014 study by Timothy J. Bartik of the Upjohn Institute for Employment Research showed that all preschool graduates saw a bump in their family income. (See chart.) 

And a study of the universal preschool program in Tulsa, Okla., by a team from Center for Research on Children in the U.S., found that middle-income children who had attended the city's public preschool program entered kindergarten seven months ahead of their peers in terms of pre-reading skills. (See second chart.) 

Many insiders in the early-ed. space will say that while preschool doesn't hurt anyone, it's not needed for middle-class children with college-educated parents. Those children, the theory goes, will be fine either way. And besides, middle-class parents can afford child care. So the report concludes with a refutation of those arguments as well, pointing out that in six of 10 American families all of the adults in the household work, making childcare a necessity. Even among married couples, the proportion of two-parent-working homes has never been higher. Plus, costs for private programs have risen rapidly and have become, in many states, as expensive as a year of public college.

That makes high-quality child care a necessity for everyone, the report authors argue, and a luxury for noone.

Categories:

 

• Early Childhood Research

Tags:

 

• early childhood education
 
• low-income
 
• middle class
 
• preschool
 
• The Century Foundation

‘Sesame Street’ Unveils Character With Autism

By MICHELLE DIAMENT

October 21, 2015Text Size  A  A

The makers of “Sesame Street” say Elmo, Abby Cadabby and Grover are getting a new friend with autism as part of an effort to reduce stigma and help those on the spectrum learn life skills.

Sesame Workshop said Wednesday that it is introducing a new character named Julia, a preschool girl with autism who “does things a little differently when playing with her friends.”

Julia is part of the nonprofit’s “See Amazing in All Children” initiative, which is designed to teach kids about autism and offer tools for those with the developmental disorder.

Sesame Workshop is introducing a character with autism named Julia, center, as part of its new “See Amazing in All Children” initiative. (Marybeth Nelson)

A website includes tips for parents and siblings, as well as guides to help kids on the spectrum learn everyday basics like brushing teeth and going to the grocery store, Sesame Workshop said. In addition, the initiative includes an iPad app and printed storybooks.

“Sesame Workshop is uniquely positioned to play a meaningful role in increasing peoples’ understanding about autism,” said Sherrie Westin, executive vice president of global impact and philanthropy at Sesame Workshop. “This project is an extension of the belief we’ve always promoted: ‘we are all different, but all the same.'”

Sesame Workshop said it collaborated with more than a dozen organizations including The Arc, Autism Speaks, the Autism Society and the Autistic Self Advocacy Network to produce the content.

In addition, the nonprofit said it engaged Exceptional Minds, a nonprofit animation studio staffed by young adults on the spectrum, to assist with video editing.

Dona Matthews Ph.D.Going Beyond Intelligence

Ten Secrets for a Happy Start to Preschool or Kindergarten

Even the most enthusiastic child can have worries about starting school. 

Posted Sep 08, 2015 

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Source: woodleywonderworks, creative commons via flickr

Ideas from Dona Matthews, PhD, and Joanne Foster, EdD, for parents who want to help make the transition to school go as well as possible for their young child:

1. Nurturing. Your child will need more snuggles and reassurance than usual, especially in the first few weeks of any transition time. Providing hugs and attention as needed is a great investment in things going well.
2. He-talks-and-you-listen times. Try to listen receptively to your child always, but as school begins, set aside special times for this purpose. It might only be for a few minutes two or three times a day, but during those special times, listen with your whole heart and mind.
3. Attention to friendship-building and social intelligence. Some preschoolers need help learning to manage the social demands of the classroom. Talk to your child about how friendships develop—with time, sharing, openness, and kindness.
4. Books and videos.  Back-to-school books and videos feature Curious George, the Berenstain Bears, Sesame Street characters, Maisie, and more. Read or watch together, letting your child encounter others’ adventures, challenges, and solutions.
5. Playschool. Provide paper, crayons, and other supplies that allow your child to invent school-like activities, both on her own and with others. You might offer to play the role of the teacher or a child, or perhaps the principal or custodian.
6. Unstructured outdoor play. For the best development of their imagination, confidence, and independence, kids need more unstructured outdoor play than they usually get at school. Be sure to provide this as often as possible.
7. Extracurricular activities. After school and weekends are good times for enrichment activities. Possibilities include music, sports, second-language learning, drama, nature walks, museum visits, and lots more. Keep in mind, though, that while opportunities and choice are great, over-programming is not.
8. Rest and relaxation. Even if it looks like she’s having fun all day long, your child is actually working hard on the social, emotional, physical, and academic demands of school. He needs a balance in his life between activities and quiet times in order to recharge his batteries and process what he’s learning.
9. Bedtime rituals.  A child of five or six is not too old for a bedtime story and a lullabye as part of the end of day routine. This provides a chance for you to talk about the day, listen to what’s on your child’s mind, help her process ideas, and provide whatever she may need by way of calming, soothing, and reassurance.
10. Advocacy. If you have concerns about what’s happening at school, you can meet with the teacher. Try to listen receptively and think about your role in solving any problems, seeing it as a working partnership with the school—perhaps the first of many you’ll be establishing over the years.

For more information:

Beyond Intelligence, Secrets for Raising Happily Productive Kids(link is external), by Dona Matthews and Joanne Foster (House of Anansi, 2014).

'Back-to-School Worries,' by Eileen Kennedy-Moore

'Three Ways to Boost Your Child's Confidence for the New School Year,(link is external)' by Ariadne Brill

'7 Things Kindergarten Teachers Want You to Know,' by Lisa van de Geyn(link is external)

'Back-to-School Sleep Prep 101,(link is external)' by Alanna McGinn

'Back-to-School Jitters: 5 Ways to Calm Your Child’s Nerves,'(link is external) by Alyson Shafer

'OT Tips for Getting Your Child JK Ready,'(link is external) by Jordana Schwarz

The decline of play in preschoolers — and the rise in sensory issues

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By Valerie Strauss September 1  

(iStock)

Here is a new post from pediatric occupational therapist Angela Hanscom, author of a number of popular posts on this blog, including “Why so many kids can’t sit still in school today,” as well as “The right — and surprisingly wrong — ways to get kids to sit still in class” and “How schools ruined recess.” Hanscom is the founder of TimberNook, a nature-based development program designed to foster creativity and independent play outdoors in New England.

By Angela Hanscom

I still recall the days of preschool for my oldest daughter. I remember wanting to desperately enrich her life in any way possible – to give her an edge before she even got to formal schooling. I put her in a preschool that was academic in nature – the focus on pre-reading, writing, and math skills. At home, I bought her special puzzles, set up organized play dates with children her age, read to her every night, signed her up for music lessons, put her in dance, and drove her to local museums. My friends and I even did “enrichment classes” with our kids to practice sorting, coloring, counting, numbers, letters, and yes….even to practice sitting! We thought this would help prepare them for kindergarten.

[Why so many kids can’t sit still in school today]

Like many other American parents, I had an obsession: academic success for my child. Only, I was going about it completely wrong. Yes, my daughter would later go on to test above average with her academic skills, but she was missing important life skills. Skills that should have been in place and nurtured during the preschool years. My wake-up call was when the preschool teacher came up to me and said, “Your daughter is doing well academically. In fact, I’d say she exceeds expectations in these areas. But she is having trouble with basic social skills like sharing and taking turns.” Not only that, but my daughter was also having trouble controlling her emotions, developed anxiety and sensory issues, and had trouble simply playing by herself!

Little did I know at the time, but my daughter was far from being the only onestruggling with social and sensory issues at such a young age. This was becoming a growing epidemic. A few years ago, I interviewed a highly respected director of a progressive preschool. She had been teaching preschoolers for about 40 years and had seen major changes in the social and physical development of children in the past few generations.

“Kids are just different,” she started to say. When I asked her to clarify, she said, “They are more easily frustrated – often crying at the drop of a hat.” She had also observed that children were frequently falling out of their seats “at least three times a day,” less attentive, and running into each other and even the walls. “It is so strange. You never saw these issues in the past.”

She went on to complain that even though her school was considered highly progressive, they were still feeling the pressure to limit free play more than she would like in order to meet the growing demands for academic readiness that was expected before children entered kindergarten.

Research continues to point out that young children learn best through meaningful play experiences, yet many preschools are transitioning from play-based learning to becoming more academic in nature. A preschool teacher recently wrote to me: “I have preschoolers and even I feel pressure to push them at this young age. On top of that, teachers have so much pressure to document and justify what they do and why they do it, the relaxed playful environment is compromised. We continue to do the best we can for the kid’s sake, while trying to fit into the ever-growing restraints we must work within.”

As parents and teachers strive to provide increasingly organized learning experiences for children (as I had once done), the opportunities for free play – especially outdoors is becoming less of a priority. Ironically, it is through active free play outdoors where children start to build many of the foundational life skills they need in order to be successful for years to come.

In fact, it is before the age of 7 years — ages traditionally known as “pre-academic” — when children desperately need to have a multitude of whole-body sensory experiences on a daily basis in order to develop strong bodies and minds. This is best done outside where the senses are fully ignited and young bodies are challenged by the uneven and unpredictable, ever-changing terrain.

Preschool years are not only optimal for children to learn through play, but also a critical developmental period. If children are not given enough natural movement and play experiences, they start their academic careers with a disadvantage. They are more likely to be clumsy, have difficulty paying attention, trouble controlling their emotions, utilize poor problem-solving methods, and demonstrate difficulties with social interactions. We are consistently seeing sensory, motor, and cognitive issues pop up more and more  in later childhood, partly because of inadequate opportunities to move and play at an early age.

What is our natural instinct as adults when issues arise? To try and fix the problem that could have been prevented in the first place. When children reach elementary school, we practice special breathing techniques, coping skills, run social skill groups, and utilize special exercises in an attempt to “teach” children how to be still and to improve focus.

However, these skills shouldn’t have to be taught, but something that was developed at a young age in the most natural sense — through meaningful play experiences.

[How schools ruined recess]

If children were given ample opportunities to play outdoors every day with peers, there would be no need for specialized exercises or meditation techniques for the youngest of our society. They would simply develop these skills through play. That’s it. Something that doesn’t need to cost a lot of money or require much thought. Children just need the time, the space, and the permission to be kids.

Let the adult-directed learning experiences come later. Preschool children need to play!