Behold: the WeJoySing circle, where your friends are my friends...and growing imaginations can SEE the Pony Galloping, Galloping Down the Country Lane…

During this delightful bounce, babies giggle, babble, coo, and study their surroundings. To many, this might seem like mere “child’s play,” but WeJoySing parents are the first to tout the power of playful stimulation in the development of their babies' inquiring mind.

Providing a stimulating environment for infants and toddlers is absolutely crucial. Experts agree that the early years are the “critical period” for language and other intellectual development, as well as the development of the vestibular system and psychomotor functions.

The human brain is an amazingly designed, highly complex organ that is at the center of the human nervous system. “Nature” and “nurture” play significant roles in brain development. “Nature” provides each of us with potential for the various intelligences (identified by Psychologist Howard Gardner as musical, linguistic, mathematical, spatial, kinesthetic, interpersonal, and intrapersonal in his Theory of Multiple Intelligences.) How these intelligences are nurtured will determine the extent to which one’s potential is reached.

During the early years of brain development, “a network of neurological fibers must develop…for the processing of specific types of thinking. [This] network consists of cells, with fiber-like extensions called axons, and more fibrous extensions from the ends of the axons called dendrites. … dendrites need to grow close enough to another set of dendrites to allow the electrical impulses of thought to leap from one set of dendrites to another through electrically conducive fluid. These areas of dendritic associations are known as synaptic connections1” Your baby’s brain forms tens of thousands of new synapses each second, and millions every hour. This amazing circuitry is developed through sensory stimulation and interactive experiences with adults.

Gardner states, “…in human beings the density of synapses increases sharply during the first months of life, reaches a maximum at the ages of one to two (roughly 50% above the adult mean density), declines between the ages of two and sixteen, and remains relatively constant until the age of seventy-two.”2

Robert Titzer points out that “brain development is about 90% complete at age five, so it’s necessary for you to be your child’s first teacher.”3 Obviously, this is not to say that what our children learn after age five is unimportant or that they cannot continue to grow, develop and learn; he’s simply saying that the critical developmental period for the brain is in the early years.

A one year-old baby’s brain has more neuroplasticity than a two-year-old’s brain does.4 Neuroplasticity refers to changes that occur in the organization of the brain as it learns new things (restructuring based upon experience.) “Neuro” means “brain” and “plasticity” is “adaptability.” Scientists are still divided on just how “plastic” adults’ brains are (and which parts of the brain maintain “plasticity” through adulthood5) They do agree that the more we learn, early on, the more we can learn.

Titzer urges parents: “The earlier you stimulate your child’s neural circuitry, the more efficiently it develops; the more efficiently your child’s brain runs, the more skills and knowledge it can master.”6

The GIFT of stimulating brain development is priceless. Titzer challenges parents to “prioritize” their lives so that they invest themselves in their children’s development. He reasons: “The time and energy you put into your children in the early years has a more lasting impact on your children’s brain development than the time and energy you could spend trying to help them later in life. I think it’s actually easier in the long run—for the parents as well as the children—to give your babies and toddlers a very stimulating environment.”7

Gardner’s research indicates that there’s a “use it or lose it” at work in brain development. Synaptic connections the brain thinks it doesn’t need (due to lack of stimulation) begin to atrophy even in the first months of life.8

Playing with our little ones provides the best stimulation. To keep play-time fresh and fun, Claire Lerner, parenting resource director for the non-profit advocacy group Zero-to-Three, says that “a well-run class can benefit both parent and child, providing a first-group learning experience and a chance to discover and explore.”9

What should parents look for in a class? According to MetroKids:

• An acceptable teacher-child ratio
• Philosophies you agree with
• Experienced teachers providing a good environment for your little one
• Programs that have developed a reputation for nurturing children10

In the coming months, WeJoySing presents: “Come On Baby, Let’s Learn Like This,” a series which reveals how WeJoySing activities help stimulate brain development. Every class activity is designed with a developmental goal in mind, and knowing more about these will give you a “behind the scenes” view of what happens as you PLAY with your child. You’ll watch in wonder, as your child watches in wonder, all the while simply pretending your pony is Galloping, Galloping…down the Country Lane…

A Note from Mrs. Jo
You—our WeJoySing Parents-- have spoken, and WeJoySing is YOUR choice! WeJoySing has been named to Angie’s List and our parents testify that WeJoySing is the very best in music and movement and as a spring-board for child-development. Many of you state that WeJoySing is one of the most JOY-FILLED parts of your week and that it spills over into everyday life, changing the way you play with and stimulate your child’s development. Hooray for you and your child!

 

1) Feierabend, John M., PhD, “Music and Intelligence in the Early Years,” Early Childhood Connections, summer 1995, p. 8.
2) Gardner, Howard Frames of Mind, pp. 44-45.
3-4) Titzer, Robert “The Most Natural Way to Learn” p. 7.
5) http://en.wikipedia.org/wiki/Neuroplasticity March, 2009.
6-7) Titzer, Robert “The Most Natural Way to Learn” p. 7.
8) Feierabend, John M., PhD, “Music and Intelligence in the Early Years,” Early Childhood Connections, summer 1995, p. 9.
9-10) MetroKids South Jersey Family Journal, February 2009, p. 16.