| There are about as many nerve cells in the brain | | | | household. For those students who anchor |
| as there are stars in the Milky Way galaxy. The | | | | information best by writing, provide them with a |
| unique set of connections between neurons that | | | | white board and erasable markers or encourage |
| each of us develops determines how we view | | | | them to take notes on paper. It isn't always |
| the world, shapes our future experiences, and | | | | necessary to keep notes or read them later in |
| indeed, determines who we are. Successful | | | | order to anchor information in memory. The act |
| students have developed rich, connected | | | | of writing down the information promotes the |
| networks of neurons. Many factors encourage | | | | development of connections among concepts. |
| neurons to branch and communicate with each | | | | Demonstrating the concepts of the learning is |
| other. In this article, our topic will be the vital role | | | | another powerful way to incorporate the new |
| of movement in brain development. | | | | learning into existing neural networks. Allow your |
| In our quest to fathom intelligent behavior, we | | | | child to act out what has been read, build a model, |
| have failed to appreciate that learning does not | | | | draw a diagram or chart, sing or dance. |
| occur strictly in the mind. Learning and creativity | | | | Many students attend, concentrate and learn |
| are a "whole body" phenomenon and cannot occur | | | | better when engaged in a repetitive, low |
| independently. We teach "to the head" only, asking | | | | concentration task such as doodling, folding paper, |
| students to sit in chairs for long periods of time, | | | | rocking, or squeezing a ball. Your child can also try |
| listening and looking almost exclusively at abstract | | | | walking around the room while reading or studying. |
| symbols, even when they are very young. We | | | | Suggest to your child that he or she do this |
| don't fully appreciate that the mind cannot excel | | | | every 15 minutes while completing homework. |
| without the support of the body. We don't "get it" | | | | Because the mouth is an important site of neural |
| that we must move to learn. | | | | integration and is closely tied to brain |
| What is the role of movement in learning? | | | | development, some students find that chewing |
| Movement stimulates the growth of neural | | | | can be a highly integrating activity that promotes |
| networks upon which learning depends. It affords | | | | concentration and understanding. Chewing gum |
| us the opportunity to explore our world and | | | | can actually be an effective way to focus! It's |
| gather the sensory data that fuels the | | | | best to keep it simple. Crunchy, spicy, salty or |
| development of intelligence, in other words, it | | | | sour foods can be effective concentration |
| provokes learning. Movement provides feedback | | | | boosters. Have your child try carrot sticks, sugar |
| that the brain requires in order to learn. | | | | free gum, pretzels or a small sour candy. |
| Movement allows us to express knowledge and | | | | Encourage your child to engage in cross lateral |
| therefore advance to the next plateau in our | | | | physical activity for five minutes every hour. |
| understanding. | | | | Cross lateral movements engage hand and foot |
| What can parents do to encourage stronger | | | | on opposite sides of the body. Most of these |
| learning in their children? | | | | movements are more effective when done |
| Not very many years ago, children played in their | | | | standing. The addition of rhythmic music provides |
| yards for hours each day. They ran, climbed | | | | a boost. |
| trees, built forts, made mud pies and pretended | | | | Some cross lateral movements students enjoy |
| to fly. These experiences developed rich neural | | | | are: |
| networks that supported brain development in | | | | - Touch hand (or elbow) to opposite knee. |
| these children. Young people today spend far less | | | | - Lazy 8. Use one hand to trace a large infinity |
| time moving. They watch considerably more | | | | sign in front of the body, following the hand with |
| television and play significantly more video games. | | | | the eyes. Alternate hands and continue. |
| We can integrate movement into our children's | | | | - Cross the arms in front of the face in the |
| daily lives and augment their capacity to succeed. | | | | shape of an "X" tracing a lazy 8. Be sure to |
| In particular, children who have learning issues | | | | watch the path of the 8 while tracing it. |
| benefit from the systematic inclusion of | | | | - Karate Cross Crawl: Kick while punching or |
| movement into their daily lives. | | | | chopping with alternate hand and foot (right hand |
| Each "body" learns in its own unique way. The | | | | chops while left foot kicks). |
| following activities can be stimulating to the | | | | - Cross Crawl Sit-ups. While lying on the back with |
| development of strong brain networks. Allow your | | | | hands clasped behind the head for support, sit up |
| child to experiment during homework time and | | | | and touch the right elbow to the left knee. |
| find the particular combination of activities that | | | | Alternate touching elbow to opposite knee. |
| are most effective. | | | | - Double Doodle. Draw a design with both hands |
| Most students remember new information better | | | | simultaneously. Be sure the designs are mirror |
| when they talk, write or draw. Encourage your | | | | images of each other, rather than facing the |
| child to "teach" new information to others in the | | | | same direction. |