Mind Body Integration_Child________.pptx

Mind Body development

1. Mind Body Development

2. Quick Overview

3. Smith and Gasser Embodiment hypothesis is that intelligence emerges in the interaction of an agent with an environment and as a result of sensorimotor activity. E Beings as grounded in a physical, social and linguistic world . Flexible inventive intelligence.

4. Does embodied learning/intelligence limit only to infants and children?

5. 1. Multimodal Learning and Development Vast array of sensory systems. Degeneracy : any single function can be carried out by more than one configuration of neural signals and that different neural clusters also participate in a number of different functions. Re-entry : the explicit inter-relating of multiple simultaneous representations across modalities. E.g., Haptic cues from touching the transparent surfaces educated vision.

6. 2. Incremental Development E.g., Mobility provides new array of multimodal experiences. Gross motor skills leading to fine motor skills. Experimental studies show that re-orderings – changes in the normal development path – dramatically alter developmental outcomes.

7. 3. Role of physical world Intelligence as distributed in interactions Change blindness: People do not remember the details of what is right before their eyes because they do not need to remember what they can merely look at and see. E.g., linking objects to locations, use of hand gestures to depict two story characters with two hands.

8. 4. Role of random exploration & Play

9. 5. Role of social world: scaffolding Mother and infant interactions and synchrony. Imitation and observational learning. E.g., one parent demonstrated a toy tape measure to their child and then pulling the tape out said, “See, you pullllllll it,” elongating the word pull to match the stopping and starting of the action of pulling.

10. 6. Role of language: symbols A shared communicative system. Object Manipulation, Unique Features Nouns Bodily Actions, Emotional Content Verbs (Give, Love) Visual, haptic interactions Adjectives (Spiny, spongy) Wellsby & Pexman

11. Take a couple of minutes and engage in a disembodied conversation with your peer

12. 6. Role of language: symbols MRI : motor processing areas were activated when the children listened to verbs. Abstract words ( E.g., Kindness) can be understood and become grounded through their associated emotional and physiological experiences. Disembodied language (e.g., when someone is distracted or watching TV when talking). Embodied language development is crucial in the therapist/client dyad , which often serves as an experiential paradigm for the client of an authentic, safe and trust filled relationship. Potential for elaboration, re-shaping and discovery. Wellsby & Pexman ;

13. Student Presentation

14. Flipped Classroom 6 small groups The Body as a Motor and Sensory Entity The Body and Its Functions: Sleep, Eating, Elimination Cognition and Language Development Learning Academic Skills Demands on Attention and Concentration Engagement in Social Play (till the end)

15. CLINICAL APPLICATION Sleep, eating and elimination becomes relatively regular in children. Three meals a day; Table: space for communication and learning etiquettes. 8 Hours Sleep at night; Co-sleeping debate Bowel/Bladder control, at least during the day: Enhanced communicative abilities Role of technology and media in shaping above aspects (e.g., anorexia nervosa) Role of mental stress, negative emotions (e.g., parental fights leading to regression impacting bladder control)

16. CLINICAL APPLICATION

17. CLINICAL APPLICATION