Hannaford turns to the impact of stress on health. Because stress-induced neurotransmitters lower cell membrane polarity, stress puts the very health of the cell at risk. With the nervous and immune systems inextricably linked chemically, our emotions affect the whole body. She highlights the importance of responsibly expressing emotions. If the emotions expressed by a child are listened to seriously, in a safe, supportive environment, the child will learn to express them responsibly. Positive feelings and the responsible expression of emotions actually boost our immune system. Unexpressed emotions remain unresolved and may eventually explode as violence or manifest internally as disease.

Despite this knowledge our society continues to promote a non-emotional model to our youth, especially males. And, while it has been demonstrated beyond question that TV violence makes children more willing to harm others and more aggressive, preschool children ages 2-5 watch over 24 hours a week. In 1994 there were an average of 12 acts of violence per hour on adult TV, with 16 acts per hour in children's programming. Violent cartoons have been found to be the easiest means of attracting the entire 2 to 11 year age group. By age 13, children will have seen an estimated 18,000 violent murders on TV.

The most serious and widespread effect... is the desensitization and development of thick-skinned, detached, cynical human beings.

Hannaford clarifies why this is so. Brains respond to movements on TV as if they were actually real, causing the nervous system to prepare for a physical response. Up through age 4, children cannot distinguish between truth and fiction when viewing TV. For preschoolers, TV is a source of entirely factual information about how the world works. Boys are given very vivid models through male violence on TV--messages to be tough, play it cool in face of violence. With no acceptable way to express the stresses they feel, adrenalin may be released to create a hyperactive state. The next step is being labeled with a learning or behavioral disorder.

No one can learn optimally under stress. The ability to manage stress opens the door for meaningful learning.

To get a better sense of what makes learning successful, Hannaford looks not only to our culture and educational system, but what works elsewhere in the world. She describes, for example, features of the Danish school system, and the social values and communal practices of villages in Southern Africa that support early childhood development much more effectively than we do.

Source

Carla Hannaford, Smart Moves: Why Learning is Not All in Your Head

I must admit, on first skimming the pages of this book I decided against reviewing it--too much technical detail (which meant too much work for my brain.) A few days later I picked the book up again, having had to acknowledge it was much too important to put aside. In no time I was fully engaged. Whether you choose to slog through the whole thing, or skim some of the technical data, I think you will find the time well spent for the fascinating gems you will uncover, gems illuminating a new path of growing and learning with your children.

 

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