Kerry Friend
@kerryfriend
Joined Feb 16, 2022
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Learns #Human Behavior #Design #Network Effect #Philosophy #Web3.0
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www.standard.co.uk/insider/what-are-femcels-female-involuntary-celibates-b987250.html
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www.nifplay.org/about-us/about-dr-stuart-brown/
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www.teuru.org.nz/learn/
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medium.com/swlh/7-modern-writing-tools-that-changed-my-life-16bf5f791b0e
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ideas.ted.com/much-of-what-we-know-about-the-brain-may-be-wrong-the-problem-with-fmri/
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my.clevelandclinic.org/health/treatments/22641-emdr-therapy
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en.wikipedia.org/wiki/This_Is_the_Kit
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developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/
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developingchild.harvard.edu/resources/inbrief-connecting-the-brain-to-the-rest-of-the-body/
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en.wikipedia.org/wiki/Gin
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Supporting and encouraging rewards a child’s interests and curiosity. Never getting a return can actually be stressful for a child. When you return a serve, children know that their thoughts and feelings are heard and understood.
return a serve by naming what a child is seeing, doing, or feeling, you make important language connections in their brain, even before the child can talk or understand your words.
Every time you return a serve, give the child a chance to respond. Taking turns can be quick (from the child to you and back again) or go on for many turns.
Waiting is crucial. Children need time to form their responses, especially when they’re learning so many things at once. Waiting helps keep the turns going.
WHY? Taking turns helps children learn self-control and how to get along with others. By waiting, you give children time to develop their own ideas and build their confidence and independence. Waiting also helps you understand their needs.
“All done!” When you share a child’s focus, you’ll notice when they’re ready to end the activity and begin something new.
When you can find moments for children to take the lead,
support them in exploring their world
developmental psychology about the importance of contingent, reciprocal interaction (“serve and return”) for many aspects of early childhood development (see Working Paper 1).
utilizing brain imaging and other new technologies, now document the impact of nurturing, supportive interaction and “sensitive caregiving” on both brain function and structure. A sampling of these studies are cited below.
language experience may influence brain development; namely, children who experienced more conversational turns exhibited greater activation in left inferior frontal regions (Broca’s area) during language processing, which explained nearly half the relationship between children’s language exposure and verbal abilities.”
“Sensitive parental care, characterized by prompt and adequate response to the child’s signals and needs, predicts a more secure attachment relationship, higher levels of cognitive competence, and fewer psychological problems.”
“Parental sensitivity in early childhood was positively associated with markers of more optimal brain development at age 8 years,
Normal variation in early parental sensitivity predicts child structural brain development. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 824–831.
“Variations in typical mother–infant interactions are associated with differences in infant brain volumes. Specifically, we found that lower maternal sensitivity was correlated with smaller subcortical grey matter volumes”
Mother–infant interactions and regional brain volumes in infancy: An MRI study, Brain Structure and Function, 222, 2379–2388.
between maternal sensitivity and bilateral hippocampal volume at six months.
Moreover, functional analyses revealed direct associations between maternal sensitivity and connectivity between the hippocampus and areas important for emotional regulation and socio-emotional functioning.”
maternal sensitivity and connectivity between the hippocampus and areas important for emotional regulation and socio-emotional functioning.”
“Parent–child synchrony provides the first experience of nonverbal resonance where the mother adapts her gaze, affective expression, vocal quality, and movements to the infant’s earliest signals to create a shared dialog. Synchrony supports the development of abilities that sustain social engagement, including symbol formation, moral understanding, emotion regulation, and frustration tolerance and provides a template for biological synchrony; during synchronous moments parent and child coordinate their heart rhythms48, neural response28, and oxytocin release49, hence, synchrony is a mechanism by which the parent’s mature physiological systems externally-regulate the child environment-dependent systems and tune them to social life. Here, we show that synchrony longitudinally shapes the neural basis of empathy in preadolescence and specifically targets brain areas that underpin the interface of cognitive and affective empa
The neural development of empathy is sensitive to caregiving and early trauma. Nature Communications, 10, 1905.
7-mo-old infants activate auditory and motor brain areas similarly for native and nonnative sounds;