Last weekend, as my husband and I were in Vegas celebrating an anniversary, I went to see Bodies. . . .the Exhibition, where I got to see the preserved remains of actual bodies. Although my husband got queasy and exited quickly, I found the exhibition to be remarkable—I left in complete amazement at how the body’s systems work together to allow me to do even the most simple of tasks. Fun fact: we actually shrink during the course of the day and when we go to sleep, we stretch out again.
Amazingly, however, it isn’t just our muscles that work in such harmony with our bones. The whole of our development results from a complex interaction between our genes and our environment. I’ve learned this week of a study that was conducted in the state of Georgia several years ago. A group of researchers wanted to know if they could influence the propensity of a child’s risky behaviors as they move through adolescence—including, for instance, their use of alcohol or marijuana. The 11-year-old African-American boys who were not in the control group attended seven seminars with their families, each with the intent to discuss communication strategies, parental and other familial relationships, cultural and racial pride, and discipline. After five years, it seemed that the seminars had had no effect—the researchers found no remarkable difference between the boys who had attended the seminars and those who hadn’t.
Nevertheless, with advancements in genetics, the researchers then tested each boy for a particular gene (5-HTTLPR, which is connected to the body’s level of serotonin, or the chemical responsible for our feelings of contentment). It was then they noticed a huge difference between the two groups of boys. If the boys had the long version of the gene, it didn’t matter whether they had attended the seminars or not—they had experimented with drugs, alcohol and sex at similar rates. However, for the boys who had the short version of the gene (those who were genetically more inclined to be at-risk), attending the seminars proved to make a substantial difference, as they showed a substantial decrease in rates of risky behaviors. In other words, despite their nature, the boys who received a different type of nurture took a less risky path in life.
Epigeneticis the term scientists use to refer to the effects of the environment on our genes. (Since they were just barely starting to map the human genome when I was learning about Mendel in high school, much of what I’ve learned this week has been revelatory.) While it has been obvious to me that nature and nurture work together to shape our development, I’ve been fascinated to learn that, in fact, they don’t just work in tandem. Rather, the relationship between our genes and our environment is much more dynamic than I realized.
One of the reasons I love sign language for babies is that through the process of giving little ones a way to communicate to their caregivers they can be the agents of change to shape their environment, which will in turn, influence their future growth. Instead of having to cry, or, as was the case with my son who was language delayed, go through myriad movements and gestures to get what they need (which are often met with frustration from their caregiver), kids are able to simply ask. Consequently, in addition to getting their needs met (a tremendous thing by itself), instead of being met with frustration and anger, they get praise. Now they have changed their nurturing environment. Of course, just because I learned to sign with my toddler didn’t mean I was a perfect parent; but, it generally allowed me to be calmer and more responsive—a setting much more conducive to additional, positive brain development.
For my family, I have found that Kindermusik, in general, continues to shape our home life. Attending with my preschooler once a week, I’m setting aside time to connect with her (I love being able to look into her eyes when Ms. Carol asks us). Reading books, dancing or listening to music together, gives both of us a meaningful way of interacting with each other.
We all come to Kindermusik class with differing natures. I love how Kindermusik nurtures the nurturing part of our lives, as well.
The Opportunity Foundation of America is located in Salt Lake City, though they collaborate with Boston College to be the manufacturer, distributor and provider for the technology used in the EagleEyes Project
EagleEyes (if you opt not to watch the video) allows children and adults with severe disabilities (such as cerebral palsy or traumatic brain injuries) to communicate, using electrodes that sense the electrical signals of a person’s eyes. People who are otherwise unable to move or otherwise interact with their world, then, use their eyes to operate the mouse of the computer, enabling them to play games but also communicate in other ways.
I enjoyed hearing about the impact that volunteering had on the volunteers themselves, that they often come away with a greater appreciation for even the small things in their lives. As Debbie told us, the foundation trained the students in the Community of Caring class at Olympus High to volunteer. In addition to attending Hartvigsen School to work one-on-one with the kids using the EagleEyes, the Olympus students have also raised money for additional units to gift to children who need it at home.
To be sure, I appreciated learning about this project, especially at this time of year when we reflect on the many things for which we are grateful. Debbie told us of the gratitude that the people with disabilities have, as well as their families, for the good that has come through this technology (which, incidentally, was developed by a man who insisted it be a non-profit venture).
However, Debbie said that, especially with older kids and young adults, the first thing that they have to teach is the principle of cause and effect. People who have had someone do everything for them, since their birth, do not naturally learn that their actions have effects. As I have neurotypical kids, it hadn’t occurred to me until just that moment what might be involved in teaching cause and effect, and how critical it is to the rest of our learning.
Certainly, I’m still trying to work on this even with my kids—my daughter has to learn that when she doesn’t complete her typing practice for the week, she doesn’t get any faster. It’s hard as a parent not to interrupt this learning process sometimes, especially when we see our kids hurting. Of course, it’s one of the reasons why I like Love & Logic as a discipline system, because they emphasize that consequences are our children’s greatest educators.
Additionally, I reflected on the basic things we do in Kindermusik that help our children develop a sense of cause and effect. The bell ringing? You did that, oh little one.
As they say at St. Jude’s, give thanks for the healthy kids in your life. And if you know of anyone who may benefit from volunteering with the Opportunity Foundation of America, or who could use this technology, you can get additional information at their website: http://opportunityfoundationofamerica.org/
Before becoming a full-time, stay-at-home mom, I was an English and Spanish teacher to middle school students. I am passionate about the power of education to change the world, especially when it comes to giving our kids literacy skills.
At my daughter’s preschool “Get Acquainted Day,” the other day, I picked up a brochure titled “Raising a Reader, Raising a Writer: How Parents Can Help.” Of course, it caught my eye—I’m a sucker for how-to lists that may help me be a better parent. The pamphlet was published by the National Association for the Education of Young Children (NAEYC), which “serve(s) and act(s) on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources.” Among other things, they offer accreditation to various preschools throughout the nation, requiring that those schools meet certain policies. To be clear, whether a school is NAEYC accredited does not make the difference between a good preschool and a bad one (it can be cost-prohibitive, for instance, for small preschools to fulfill all the obligations). However, it does mean that this pamphlet comes from a reputable source.
Certainly, sometimes when I read stuff like this, it can be a bit of a trigger for me. “Oh, great. More ways that I’m failing my kids.” But not this time! Though the list I include doesn’t reflect everything I read in the pamphlet, these are the bullet points that made me smile.
• Talk, sing and play with your child: Talk as you do simple, everyday things together . . . recite nursery rhymes and do fingerplays, games, and action songs.
• Choose books with care: Look for books that relate to what’s happening in the child’s life at the time • Slow down and have fun: Follow the child’s cues (while reading a story). . . . now and then try skipping an expected phrase to see if the child supplies it.
• Read it again. . . & again: There’s a lot for a child to take in, and children need and want to go through a book more times than grownups can imagine.
So why did they make me smile? Because even though there’s laundry to do (all the time—does it ever STOP?), and even though I sometimes find myself on Facebook more often than I ought to be (Miss Carol’s posting some fantastic links these days that suck me in.), I know that participating in Kindermusik has been a great way for my kids to develop their literacy skills. At least in this regard, I feel like I’m able to set aside some of that ever-present mommy-guilt.
Because every time I sing “There once was a frog who lived in a bog,” I’m doing one of those fingerplays they suggest, and I’m singing and engaging with my kids. I know that the books that our studio chooses are quality storybooks. And since they relate to what we’re working on in Kindermusik, they’re helping to link my child’s real-life experience with the world in print. In Kindermusik we talk a lot about “following the child.” We take our kids where they’re at and build on their skills, rather than get frustrated at what they aren’t doing. This idea doesn’t pertain to moments when we’re on the carpet doing a play-along. It extends to everything we do, including story time. (If you’re in doubt about this, watch your child’s educator respond to the children’s cues next time they’re reading—you’ll see them pause, answer questions, and get just as excited as the child who shouts, “Hey! I have one of those at my house!”). Finally, we know that kids thrive on repetition. This is why some of our activities are repeated from week to week. It’s also why some of our activities are repeated, but with a twist.
Yes, I do work for the studio, so I’m paid to brag about them. However, I would do it for free. Kindermusik is more than a music class-it truly does support developing the whole of my child.
