Trainers Guide_revised

Touch. Talk. Read. Play. Table of ContentsTrainer Notes……………..………………….…………………………………TN-1Introduction………………..………………….……………………………………I-1Touch ……………………..……………………….………….……………………1-1Talk….………………………………..………………….….…………………………2-1Read ……………………………………………………………………………..…...3-1Play…………………………………………..………………………………….…....4-1

TNMODULE Trainer NotesWelcome ..................................................................................................... 2Course Layout ............................................................................................. 3Trainer Guide Layout .................................................................................. 4Course Materials......................................................................................... 5 Trainer’s Guide

Introduction Baby’s Brain Begins Now!Welcome Welcome! You have been selected to teach a class that carries a very important message. “Baby’s Bran Begins Now!” is tag line to grab people’s attention that a baby’s brain is about 80% developed by age three. This is need-to-know information for all parents and caregivers. Learning about the brain can be intimidating and just knowing about the brain doesn’t really matter unless you do something with the information you know. The Neighborhood Christian Center and The Urban Child Institute have collaborated together to design this course that helps parents and caregivers learn strategies for maximizing their baby’s brain development. The course information is delivered through a frame work called “TTRP”. This stands for Touch.Talk.Read.Play. This message to the participants helps them learn about maximizing their baby’s brain. This class is divided into five modules: 1. Orientation & Introduction 2. Touch 3. Talk 4. Teach 5. Play Each of the five modules is about one hour in length, sometimes slightly more or less though. The modules can be taught all together or they can be taught separately. You will receive you schedule and assignments from your coordinator. The Trainer Note section of this notebook is your key using your Trainer’s Guide. Please adhere to the course instructions. The Neighborhood Christian Center and The Urban Child Institute want to know and understand the difference the course is making in the participants’ lives. It is important that it is taught the way it is designed and there is a comprehensive evaluation process used in and consistency with teaching the material is imperative. On the following pages you will find the key information you need to teach. Enjoy!TN-2 Trainer’s Guide

Introduction Baby’s Brain Begins Now!Course LayoutListed table box below shows the five modules with their learning objectives. The Orientation section isexcluded from this information; however participants should be complete with the Orientation beforebeginning the five section below. Most likely the Orientation and the Introduction section will be taughttogether on the same day. Please refer to you coordinator, _____________, for additional details. Module Operation Smart Child1. Introduction Touch.Talk.Read.Play. (T.T.R.P.) (55 minutes) Training Curriculum2. Touch Learning Objectives (65 minutes) • Tell why knowing about the brain is important.3. Talk • Name the parts of the brain. (70 minutes) • Tell what each part of the brain does. • Describe what a neuron does.4. Read • Tell the timing of the wiring of key neural circuits. (70 minutes) • Describe the responsibilities of the parietal lobe.5. Play • Define touch activities that focus on baby’s parietal lobe development. (70 minutes) • Understand how breast feeding helps with brain development. • Explain safe methods for bathing baby. • Explain best practices for baby to sleep. • Know five important concepts for touching you baby • Practice methods to positively touch your baby. • Describe the responsibilities of the temporal lobe. • Explain key information about myelination. • Explain how repetition helps you baby’s brain develop. • How baby’s brain processes language and sound. • Explain the timeline for how your baby’s hearing develops. • Know what can hamper a baby’s hearing. • Recognize signs of an ear infection. • Know ways to talk to baby. • Use talk to maximize early brain development. • Sing songs to baby. • Describe the responsibilities of the occipital lobe. • Explain how reading to baby affects his brain development. • Describe ways to read to baby. • Select age appropriate books to read to baby. • Demonstrate good reading voices for baby. • Read age appropriate books to baby. • Describe the responsibilities of the frontal lobe. • Explain how playing with baby affects his brain development. • Describe ways to play with baby. • Identify age appropriate toys for baby. • Explain safe ways to play with baby. • Select age appropriate toys for baby. • Teach baby to play with age appropriate toys. • Demonstrate safety while playing with baby.TN-3 Trainer’s Guide

Introduction Baby’s Brain Begins Now!Trainer Guide Layout All the material is important. Please do not skip any of it. Please adhere to the red font if your guide is printed in color or the light gray font if it is printed in black and white. This special notation indicates key brain development information. The following are icon symbols to help you know how you are to present the information. Please review them and learn their meaning Say: This is information for you to tell the class Ask: This reminds you to ask the question. Participants learn by sharing. PowerPoint: This is your cue to change your PowerPoint slide. It has an identifying Number which tells you which slide corresponds to the page you are teaching. 3 Video: This symbol lets you know a video is next. Most of the time the video will launch from the PowerPoint. However you will have specific instructions for what video content is to be played in your Trainer’s Guide. Activity: Indicates a fun exercise to do with the participants. Detailed instructions are in your Trainer Guide. Trainer Note: Is information just for you on how to proceed with upcoming information. Prayer: You will say a prayer at the beginning and at the end of each module. Scripture: This is your cue to read the scripture found at the end of every module.I-4 Participant Page: This large symbol found at the top left page in you Trainer’sTime: 5 Guide is your prompt for telling the participants what page to turn to in theirminutes manual. Underneath is you will notice the amount of time you are supposed to spend on the respective page.TN-4 Trainer’s Guide

Introduction Baby’s Brain Begins Now!Course MaterialsAll Modules • Participant Manual • Name Tents • Pens/Pencils • Flipchart or whiteboard (with respective markers)—this helps facilitations for trainers that like to write –though it is not required • PowerPoint Projector • Laptop • PowerPoint Files • Course EvaluationIntroduction Module • Brain Model • Neuron Bead Activity (see supply list and plan accordingly)---this is optionalTouch Module • Clay or Playdough -- optional activityTalk Module • Talk to You Baby CardsRead Module • Read to Your Baby Cards • Books (you may want to collect enough for each participant to keep) o 5 age appropriate books for infants o 5 age appropriate books for older babies o 5 age appropriate books for toddlersPlay Module • Brain Quest Cards o 2 Model Brains • Select and Teach o 5 age appropriate toys for infants o 5 age appropriate toys for older babies o 5 age appropriate toys for toddlersTN-5 Trainer’s Guide

IMODULE ntro IntroductionWelcome ..................................................................................................... 2Brain Development ..................................................................................... 8Four Parts of the Brain.............................................................................. 10Two Hemispheres ..................................................................................... 12Four Lobes................................................................................................. 14Neuron’s Job ............................................................................................. 16Brain Wiring .............................................................................................. 18My Promise ............................................................................................... 20Trainer’s Guide

Introduction Touch. Talk. Read. Play.Welcome Refer participants to workbook page I-1. I-1 1 55 minutesTrainer Note:This class must be started on time. There is a lot of information to cover and thetiming of each module is very tight.Estimated Classroom Time: 55 minutes 10 minutes 5 minutes • Welcome 5 minutes • Brain Development 5 minutes • Four Parts of the Brain 5 minutes • Two Hemispheres 5 minutes • Four Lobes • Neuron’s Job 15 minutes • Brain Wiring 5 minutes • My Promise 55 minutes Total TimeI-2 Trainer’s Guide

Introduction Touch. Talk. Read. Play.WelcomeThis page is intentionally blank.I-3 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Welcome I-2 Refer participants to workbook page I-2.5 minutes 2 Greet Participants: Welcome to Operation Smart Child training. I am _________ your facilitator for this module. The Operation Smart Child program has been designed for caregivers of children from the prenatal stage to age three. This course, Touch. Talk. Read. Play. (T.T.R.P.), specifically targets caregivers with babies in the age range of prenatal to twelve months.2 Today we will be covering the Introduction module which will be followed by four more modules. The complete Touch. Talk. Read Play. course outline is on page 2. Review the T.T.R.P. course outline. Let’s review it. Instruct: Before we get started let’s do some friendly introductions. Tell them to… • Introduce yourself. • Tell when your baby is due (if you are pregnant). • Tell the ages of your other children. • Tell why you are here. Tell: • How many children you have and their ages. • Why you like teaching this course. Say: Remembering the different parts of the brain can be hard and intimidating. If you can remember to touch your baby in a caring way, talk to your baby a lot, read to your baby daily, and play with your baby often, then you have basic brain development knowledge for babies ages zero to three. The name Touch. Talk. Read. Play. (T.T.R.P.) helps make the things we need to do for optimum brain development easy to remember. We all have a lot of work ahead and what we are going to learn during these five modules is fascinating. We are going to have lots of fun over the coming weeks, months, and years as you learn more about how you can contribute to the positive development of your baby’s brain.I-4 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Welcome Operation Smart Child Module Touch, Talk, Read, Play (T.T.R.P.) 1.Introduction Training Curriculum 2.Touch Learning Objectives 3.Talk • Tell why knowing about the brain is important. • Name the parts of the brain. 4.Read • Tell what each part of the brain does. 5.Play • Describe what a neuron does. • Tell the timing of the wiring of key neural circuits. • Describe the responsibilities of the parietal lobe. • Define touch activities that focus on baby’s parietal lobe development. • Understand how breast feeding helps with brain development. • Explain safe methods for bathing baby. • Explain best practices for baby to sleep. • Know five important concepts for touching you baby • Practice methods to positively touch your baby. • Describe the responsibilities of the temporal lobe. • Explain key information about myelination. • Explain how repetition helps you baby’s brain develop. • How baby’s brain processes language and sound. • Explain the timeline for how your baby’s hearing develops. • Know what can hamper a baby’s hearing. • Recognize signs of an ear infection. • Know ways to talk to baby. • Use talk to maximize early brain development. • Sing songs to baby. • Describe the responsibilities of the occipital lobe. • Explain how reading to baby affects his brain development. • Describe ways to read to baby. • Select age appropriate books to read to baby. • Demonstrate good reading voices for baby. • Read age appropriate books to baby. • Describe the responsibilities of the frontal lobe. • Explain how playing with baby affects his brain development. • Describe ways to play with baby. • Identify age appropriate toys for baby. • Explain safe ways to play with baby. • Select age appropriate toys for baby. • Teach baby to play with age appropriate toys. • Demonstrate safety while playing with baby.I-5 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Welcome I-3 Refer participants to workbook page I-3.Time: 5 minutes 3-5 Say: This first module is all about the brain. We are going to give you some good background information about it, so as your baby grows you will understand what is good for your baby’s brain development and why.3 When you leave here today you will be able to • Tell why knowing about the brain is important. • Name the parts of the brain. • Tell what each part of the brain does. • Describe what a neuron does. • Tell the timing of the wiring of key neural circuits. • Complete the “My Promise” agreement for this module. Ask: What questions do you have? Say: Before we get started let’s open with a prayer. Trainer Note: You may improvise here. Just remember to thank the Lord for these mothers and caregivers and ask for His love and mercy as they embark on parenting a new life. Say Let’s get started by watching a video. This video will give you a quick overview of our entire “Touch. Talk. Read. Play.” curriculum. Play Video: Play the following module from the T.T.R.P. video. • Introduction4-5 • Healthy Brain Development Ask: What questions do you have?I-6 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Welcome The goal of this module is to give you knowledge of how the brain grows and functions. At the end of this module you will be able to  Tell why knowing about the brain is important.  Name the parts of the brain.  Tell what each part of the brain does.  Describe what a neuron does.  Tell how the brain develops from birth to young adulthood.  Complete the “My Promise” agreement for this module.I-7 Trainer’s Guide

Introduction Touch. Talk. Read. Play. 6Brain Development I-4 Refer participants to workbook page I-4.Time: 5 minutes Ask: Why is it important to learn about brain development in babies? Look for • Your brain is crucial to life. 6 • Everyone has a brain. • You want your baby to be ready for school. • You want your baby to be smart. • You want your baby to well developed socially and emotionally. Instruct: We will fill in these blanks together. Let’s discuss the correct answers one by one. 1. The brain is not fully developed at birth. 2. 80% of the brain is developed by age three. 3. Early positive interactions with nurturing adults are vital to healthy brain development. 4. What children see, hear, smell, taste, and touch affect early brain development. Answers are indicated in bold above. Ask: What does this mean to you on a personal level? Ask: What questions do you have? Say: Record your thoughts at the bottom of the page.I-8 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Brain Development Why is it important to learn about brain development?1. The brain is not __________ __________ at birth.2. __________ of the brain is developed by age three.3. Early __________ __________ interactions with nurturing adults are vital to healthy brain development.4. What children _________, __________, __________, __________, and __________, affect early brain development. What does this mean to me?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I-9 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Four Parts of the Brain 7 I-5 Refer participants to workbook page I-5.Time: 5 minutes Say: Next, you are going get a quick lesson on brain anatomy. We will explore the parts of the brain, how the parts are organized, and how they communicate. Having a basic understanding of the brain’s anatomy is the foundation for understanding how caring adults can make a difference in guiding a young child as her brain develops. Say:7 Let’s take a look at the picture of the brain in your workbook. There are four major parts to the brain. Let’s talk about what each of the four parts does. Pronounce each name to the class. Brain Stem The first part of the brain to develop. This part is responsible for the most basic functions necessary for survival, such as breathing. Cerebellum This part develops after the brain stem, but before the parts of the brain that control emotions and conscious thought. It is responsible for controlling and coordinating movement of the body. Limbic System The third part of the brain to develop. It is responsible for processing Cerebral Cortex emotions. The amygdala is a part that registers, codes, and processes fear and anxiety. Damage to it can cause too little or not enough fear. The hippocampus is one of the emotional and memory processors. It works with the amygdale to register fear, anxiety, and stress and helps the person learn from them. This part of the brain is the last to develop. It processes most thinking, sensing, reasoning, decision making and conscious action. BBB Instruct: • Take a couple of minutes and write the correct brain part name to its description. • Ask the class to share their answers. • Supplement with the right ones.I-10 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Four Parts of the Brain1. ____________________ The first part of the brain to develop. This part is responsible for the most2. ____________________ basic functions necessary for survival, such as breathing.3. ____________________ This part develops after the brain stem, but before the parts of the brain4. ____________________ that control emotions and conscious thought. It is responsible for controlling and coordinating movement of the body. The third part of the brain to develop. It is responsible for processing emotions. The _______is a part that registers, codes, and processes fear and anxiety. Damage to it can cause too little or not enough fear. The _________is one of the emotional and memory processors. It works with the amygdale to register fear, anxiety, and stress and helps the person learn from them. This part of the brain is the last to develop. It processes most thinking, sensing, reasoning, decision making and conscious action.I-11 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Two Hemispheres I-6 Refer participants to workbook page I-6.Time: 5 minutes 8Say:Now that wasn’t so bad. It’s time to go deeper into the cerebral cortex. Ask: What is the job of the cerebral cortex? Look for: It processes thinking, sensing, reasoning, decision making, and conscious action. Ask:8 Can someone give me an example of what that means? Look for: Smelling, seeing, voluntary moving, feeling, organize sensory motion.Say:The cerebral cortex is made up of a left, a right hemisphere, and a corpuscallosum, which divides the two hemispheres. Take a moment to label these threepieces.Review:The parts and the functions of the cerebral cortex with the class and ask them towrite them in the box under the corresponding heading. This part of the braindevelops all the way through early adulthood .Trainer Note: Corpus Callosum Right HemisphereMake this fun! Left Hemisphere Details of a Enables left and right brain to General impressions, situation communicate with one big picture another (a particular food (large noisy party being served) room)I-12 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Two Hemispheres Instructions1. Label the three parts of the cerebral cortex.2. Define the jobs of each of the three parts of the cerebral cortex. Cerebral Cortex1 3 1 23 2 Cerebral Cortex Job ResponsibilitiesLeft Hemisphere Corpus Callosum Right HemisphereI-13 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Four Lobes I-7 Refer participants to workbook page I-7.Time: 5 minutes 9 Say: Next, we are going to continue to explore the brain by showing how each hemisphere is divided into four different sections or lobes. Each hemisphere of the brain has each of the four lobes. Let’s take a look at the brain picture on this page.9 Instruct: As I describe each of these four parts, I want you to draw a connecting line to the matching description. Frontal Controls thinking, reasoning, planning, judgment, and other higher order thinking processes. It is the last part of the cerebral cortex to develop and it does not complete development until late adolescence to young adulthood. Occipital It is the brain’s vision center. Temporal Controls hearing and much of an individual’s language ability. Parietal Controls touch, smell, and taste. It contains the motor cortex which is responsible for motor coordination. .Trainer Note:Read the description from the right side and then make certain the participantsidentify the correct part of the brain.Ask:In the first years of your baby’s life which lobes do you think are the most activeand you can see the results of their development?Look for:Temporal, occipital, parietal.Say:Turn to the next page and let’s find out.I-14 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Four Lobes 2 1 4 3Instructions 1. Write the corresponding lobe number next to its matching description. (1) Temporal _______ Controls thinking, reasoning, planning, judgment, and other (2) Frontal higher order thinking processes. (3) Occipital It is the last part of the cerebral (4) Parietal cortex to develop and it does not complete development until late adolescence to young adulthood. _______ It is the brain’s vision center. _______ Controls hearing and much of an individual’s language ability. _______ Controls touch, smell, and taste. It contains the motor cortex which is responsible for motor coordinationI-15 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Neuron’s Job I-8 Refer participants to workbook page I-8.Time: 5 minutes 10-11 Say: Next, we are going to discuss the job of a neuron. A neuron is a brain cell. You have 100 billion neurons at birth and by adulthood you have fewer, because they decrease in number as you mature. A neuron has four parts: 1) cell body, 2) dendrite, 3) axon, and, 4)synapse.10 We will review how neurons function by filling in the blanks for the descriptive statements. Instruct: Ask the participants to fill in the blank as you give the answer. Neuron Notables 1. Neurons are basic brain cells. 2. 100 billion at birth.11 3. Neurons have 4 parts: cell body, dendrite, axon, synapse. 4. The cell body is the _command_ center. 5. Dendrites bring in information from other neurons. 6. Axons send information to other neurons. 7. Axons are coated with myelin for protection. 8. Mylination increases the speed and efficiency at which signals are transmitted. 9. Experience affects the rate and extent of myelination. 10. Synapses are microscopic gaps through which electrical impulses travel between the axon of one neuron and the dendrites of other neurons.Brain development is all about experience and repetition. Your brain becomeshard-wired for the experiences it has. Neurons are messengers. They will connectwith one another when experiences happen. The more often the brain has thesame experiences, the stronger the connection. Positive repeated experiences areimportant for healthy and optimal brain development. Negative repeatedexperiences also have bad long-term effects.You will learn more about how to do that as you move though theTouch.Talk.Read.Play. course.I-16 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Neuron’s Job 4 Parts SynapseCell Body Axon Dendrites Neuron Notables 1. Neurons are __________ __________. 2. ______ __________ at birth. 3. Neurons have ______ parts: 1)__________, 2)__________, 3)__________, 4)__________ 4. The cell body is the __________ center. 5. Dendrites bring in information ________ other neurons. 6. Axons ________ information to other neurons. 7. Axons are coated with ___________ for protection. 8. Mylination increases the speed at which signals are transmitted. 9. __________ affects the rate and extent of myelination. 10. Synapses are ______________ gaps which electrical impulses travel between the axon of one neuron and the dendrites of other neurons.I-17 Trainer’s Guide

Introduction Touch. Talk. Read. Play.Brain Wiring I-9 Refer participants to workbook page I-9.Time: 15 minutes 12Say:The graph on the following page represents the wiring sequence for some of ourmajor circuits.12 Ask: What strikes you about this information? Look for: • Vision and hearing circuits begin hardwiring before birth • Vision and hearing hardwiring peaks at 3-9 months and is completed within 7 years of age. • Language hardwiring peaks at 9-11 months and is completed by 8 years of age. • Higher cognitive functions begin peaking with their hardwiring between 3-5 years of age and complete it in the early to mid-twenties • Much of the hardwiring takes place is identified in the “red” box.Trainer Note:If your time allows for an addition 10-15 minutes, the Neuron Bead activity is anexcellent way to illustrate the parts of a neuron.The instructions for the Neuron Bead activity can be found in the Activity folder ofthe electronic file and a hard copy of the instructions is also placed behind theActivity tab of your Trainer Guide.I-18 Trainer’s Guide

Introduction Baby’s Brain Begins Now!Brain Wiring • Vision and hearing circuits begin hardwiring before birth • Vision and hearing hardwiring peaks at 3-9 months and is completed within 7 years of age. • Language hardwiring peaks at 9-11 months and is completed by 8 years of age. • Higher cognitive functions begin peaking with their hardwiring between 3-5 years of age and complete it in the early to mid-twenties • Much of the hardwiring takes place is identified in the “red” box.I-19 Trainer’s Guide

Introduction Baby’s Brain Begins Now!My Promise I-10 Refer participants to workbook page I-11.5 minutes 13-14 Say: Based on what you have learned with brain development, you should be able to:  Tell why knowing about the brain is important.  Name the parts of the brain.  Tell what each part of the brain does.  Describe what a neuron does.13  Tell the timing of the wiring of key neural circuits I want you to take a few minutes to think about how you might do something positive to help your baby’s brain develop in the best way it can. Instruct: Write your thoughts down on the space provided. Get used to this activity because we will do it at the end of every training meeting we have for Operation Smart Child. Ask: Would someone be willing to share a promise that they have written down? Say: This is the end of this module. We look forward to seeing you at the Touch, Talk, Read, Play, I and II training. You will learn more of the specifics of what to do with your baby as he develops. Say: Let’s end with this scripture and a prayer Oh, that their hearts would be inclined to fear me and keep all my commands always, so that it might go well with them and their children forever! Deu. 5:2914 Trainer Note: Develop prayer that thanks the Lord for our time together and protects the caregivers and babies. Say: This module is now over. We will see you for the Touch module on ___date/time__.I-20 Trainer’s Guide

Introduction Baby’s Brain Begins Now!My PromiseThis module contained information to teach me to:  Tell why knowing about the brain is important.  Name the parts of the brain.  Tell what each part of the brain does.  Describe what a neuron does.  Tell the timing of the wiring of key neural circuits.. Oh, that their hearts would be inclined to fear me and keep allmy commands always, so that it might go well with them and their children forever! Deuteronomy 5:29 2P t 157 I promise and will use the information I learned in this training. I want to focus doing the following. 1. __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. __________________________________________________________ __________________________________________________________ __________________________________________________________I-21 Trainer’s Guide

Introduction Baby’s Brain Begins Now!I-22 Trainer’s Guide

1 MODULE TOUCHWelcome ......................................................................................... 2Brain Review ................................................................................... 8Brain Touch ................................................................................... 14Breast Feeding .............................................................................. 18Bathing Baby ................................................................................. 20Sleep Time..................................................................................... 22Touch Points.................................................................................. 24My Promise ................................................................................... 26 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Welcome Refer participants to workbook page 1-1. 1-1 1 65 minutes Trainer Note: This class must be started on time. There is a lot of information to cover and the1 timing of each module is very tight.Estimated Classroom Time: 65 minutes 5 minutes 15 minutes • Welcome 10 minutes • Brain Review • Brain Touch 5 minutes • Breast Feeding 5 minutes • Bathing Baby 5 minutes • Sleep Time 5 minutes • Touch Points 10 minutes • Practice 5 minutes • My Promise 65 minutes Total Time1-2 Trainer’s Guide

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Module 1: Touch Touch. Talk. Read. Play.Welcome 1-2 Refer participants to workbook page 1-2.5 minutes 2-5 Greet Participants: Welcome to Operation Smart Child training. I am _________, your trainer for this2 module. We are going to have lots of fun over the coming weeks and months as you learn more about how you can contribute to the positive development of your baby’s brain. Ask: Participants to share the following information about themselves: • Name • When their baby is due (or how old their baby is) • One thing they learned from the Introduction module on brain development. 3 Say: This training has been designed specifically for you, caregivers of children from ages zero to three. This content is geared towards participants who have not had their baby yet and up to one year. However this training can benefit anyone. Our focus for this multi-course curriculum is on how we can positively impact our babies’ brains. Our focus is simply touch, talk, read, and play or T.T.R.P. as we like to call it for short. Our module today is the Touch module.4 Let’s watch a quick video about the importance of “touch”. Play: the “Touch” video. Say: At the end of today’s session you should be able to:5 • Describe the functions of the parietal lobe. • Define touch activities that focus on baby’s parietal lobe development. • Understand how breast feeding helps with brain development. • Explain safe methods for bathing baby. • Explain best practices for putting baby to sleep. • Know five important concepts for touching your baby • Practice methods to positively touch your baby. • Commit to a plan of action that will positively affect your baby’s brain development. (continued on next page)1-4 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Welcome The goal of this module is to give you knowledge of how “touch” activities affect brain development.At the end of this module you will be able to:  Describe the responsibilities of the parietal lobe.  Define touch activities that focus on baby’s parietal lobe development.  Understand how breast feeding helps with brain development.  Explain safe methods for bathing baby  Explain best practices for putting baby to sleep.  Know five important concepts for touching your baby  Practice methods to positively touch your baby.  Commit to a plan of action that will positively affect your baby’s brain development.1-5 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Welcome 1-2 Refer participants to workbook page 1-2.5 minutes 2-5 Say: Before we get started let’s open with a prayer. Trainer Note: You may improvise here. Just remember to thank the Lord for these mothers and caregivers and ask for his love and mercy as they embark on parenting a new life.1-6 Trainer’s Guide

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Module 1: Touch Touch. Talk. Read. Play.Brain Review Refer participants to workbook page 1-3. 1-3 63 minutes Ask: Why is it important to learn about brain development in babies? Look for • Your brain is crucial to life. • Everyone has a brain.6 • You want your baby to be ready for school. • You want your baby to be smart. • You want your baby to be well developed socially and emotionally. Instruct: We will fill in these blanks together. Let’s discuss the correct answers one by one. 1. The brain is not fully developed at birth. 2. 80% of the brain is developed by age three. 3. Early positive interactions with nurturing adults are vital to healthy brain development. 4. What children see, hear, smell, taste, and touch affect early brain development. Answers are indicated in bold above. Say: It is important to know the following. One of the key parts of brain development is neurons (brain cells) making connections with each other. When they make a connection it is an electrical charge called a synapse. In the first three years of life a person has more synapses than in all of adulthood. Another name for synapses making connections is called “hard-wiring.” The hard-wiring of the brain is partially genetic and partially experiential. Some synapses will happen no matter what; however a large majority of connection (trillions of them) are caused by experiences a person has in the first three years of life. As the brain develops, it will also prune away unnecessary or weak connections. This is done to make it more efficient. We will continue to reinforce through this course that repeated positive experiences are drastically important in the development of the brain from ages zero to three.1-8 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Review Why is it important to learn about brain development?1. The brain is not __________ __________ at birth.2. __________ of the brain is developed by age three.3. Early __________ __________ interactions with nurturing adults are vital to healthy brain development.4. What children _________, __________, __________, __________, and __________, affect early brain development.1-9 Trainer’s Guide

Module 1: Touch Refer participants to workbook page 1-4. Touch. Talk. Read. Play.Brain Review 7 1-4 Time: 7 minutes Review Let’s review the key parts of the brain. Think of it as 4-2-4. Write these down in your book as we review the part names and functions. Name of Part Function of Part 1. Basic functions. (e.g. breathing)7 Parts of 1. Brain Stem 2. Controls and coordinates the 2. Cerebellum movement of the body 4 brain 3. Limbic System 4. Cerebral Cortex 3. Processes emotions 4. Processes thinking and reasoning 2 Hemis- 1. Left 1. Details pheres 2. Right 2. Big picture 1. Temporal 1. Hearing and language ability 2. Reasoning, planning, judgment 2. Frontal 3. Vision 4. Touch, smell, taste motor 4 Lobes 3. Occipital 4. Parietal coordination Say: This is a lot of information just to memorize. So we are going to try to make it fun and use smart ways to help you do it through this training curriculum. Trainer Note: The following exercise is optional. It will add an additional 10 minutes to your time. Instruct: 1. We are going to make model brains. 2. Divide the group into pairs. 3. Hand out the clay. 4. Be prepared to present your brain and name the sections by color.1-10 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Review The Brain Name of Part Function of Part 1. 1.4 Parts of the 2. 2. brain 3. 3. 4. 4.2 1. 1. Hemispheres 2. 2.4 Lobes 1. 1. 2. 2. 3. 3. 4. 4.1-11 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Review 1-5 Refer participants to workbook page 1-5.Time: 5 minutes 8-9 Review: Parietal lobe Controls touch, smell, and taste. It contains the motor cortex which is responsible for motor coordination. It is also developing rapidly in the last trimester of pregnancy. Ask:8 What is motor coordination? Look for: Body movement , grasping, Review: Neurons and Synapses Neurons are brain cells responsible for all functions of the brain. They communicate with each other through electrical signals. Synapses are spaces where chemicals work in the brain to affect the transmission between9 neurons. (The process of neurons making connections is one of the most important processes in brain development because neurons can’t work by themselves. The connections between neurons do the real work of the brain.) Ask: By what age is the brain 80% developed? Look for: Age three Review: Experience and Repetition Experience is important to the wiring process. Every experience a child has affects her brain development. Positive experiences help develop connections in a child’s brain. Cuddling, holding and talking to a baby helps her to learn to trust, love, and feel safe and secure. Potential damaging experiences after birth may include poor nutrition, family stress and child abuse and neglect. Damaging experiences before birth include mother’s drinking alcohol or even having very high levels of stress. Negative experiences before and after birth can slow synapse formation, myelination and pruning, so that the brain does not work as fast or as effectively as it could. By the way pruning eliminates unneeded connections in the brain so it can be more efficient. Repetition helps strengthen connections to the brain. Positive experiences should be repeated regularly. Ask: What is myelination? Look for: The process of forming a protective coating on the axons and neurons Ask: Why is that important? Look for: It protects the neurons and helps them connect better with other neurons. Think of a lamp cord. It has insulation over the electrical wires so that the wires don’t short out and the electricity flows smoothly. Myelin does the same thing for the brain.1-12 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Review Parietal Lobe 2Controls touch, smell, and taste. It contains the motor cortex which is responsible for motor coordination. Itdevelops rapidly in the last trimester of pregnancy. Neurons and SynapsesNeurons are brain cells responsible for all functions of the brain. They communicate with each other through electricalsignals.Synapses are spaces where chemicals work in the brain to affect the transmission between neurons. The process ofneurons making connections is one of the most important processes in brain development because everything thebrain does involves neurons working together. Experience and RepetitionExperience is important to the wiring process. Every experience a child has affects her brain development. Positiveexperiences help develop connection in a child’s brain. Cuddling, holding and talking to a baby help her to learn totrust, love, and feel safe and secure. Potential damaging experiences after birth may include poor nutrition, familystress and child abuse and neglect. Damaging experiences before birth include mother’s drinking alcohol or even veryhigh levels of stress. Negative experiences before and after birth can slow or damage synapse formation, myelinationand pruning. Pruning is the normal and natural process the brain has to eliminate synapses that are not needed, and itis important to a healthy brain.Repetition helps strengthen connections in the brain. Positive experiences should be repeated regularly.1-13 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Touch 1-6 Refer participants to workbook page 1-6.Time: 5 minutes 10-14 Say: Touch is a form of brain stimulation. The section is about knowing what experiences are positive touches for your baby. Touch experiences stimulate and help hardwire the parietal lobe. Touch contributes to the hardwiring of the limbic system so that your baby develops healthy emotions. To make gentle touch even better, hold your baby close and look directly into your baby’s eyes while you hold him. Looking into your eyes focuses his brain even more and also helps build that special relationship you have together. Ask: How will you know if it a positive experience? Your baby can’t talk. He is less than year old. Look for: He will coo, make squeaky cute noises, and smile. You may notice him relax, too, if he has been upset. A positive touch makes him happy and gives him positive reassurance.10-14 Instruct: I am going to show you several pictures of babies (0-12 months old) being touched. As I show the picturebe prepared to discuss the following with the group: • Is this a positive touch? Would this be pleasing to the baby? Why? • How often should you touch the baby the way the picture shows? • What part of the brain does it stimulate? Use 5 minutes to work on this. (Pictures are not in the workbook.) Picture 1 Yes; lots of times; yes, to babies that are beginning to stand up; all parts. Picture 2 Yes, baby is smiling; lots of times, but do not let the baby sleep in the bed or leave him alone on it; all parts (occipital parietal lobes). Picture 3 Not so much, she could hold the baby in a more comfortable way and a way she can use her eyes; not very often; (limbic system?.). Picture 4 Yes; many times a day, cheek to cheek is excellent stimulation; all parts. Picture 5 Yes, lots of times, great way to hold an older baby so he can be visually stimulated; all parts.1-14 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain TouchLook at each picture on the PowerPoint. Consider the following:• Is this a positive touch – would this be pleasing to the baby? Why?• How often should you touch the baby the way the picture shows?• What part of the brain does it stimulate?1-15 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Touch 1-7 Refer participants to workbook page 1-7.Time: 5 minutes 15 Say: Now that you have your brains warmed up by looking at pictures that have to do with positive touch experiences I want to do another fun activity. Instruct: • Pair up with a person different from the last time. • Think of several different ways to give your baby (0-1 year) a positive touch experience. • Write your answers down in the Touch Type column.15 • Write down how often the baby should experience the respective touch types in the far right hand column. Give the participants about 5 minutes to work on this. Give away prizes for the most answers – (small candy, etc.) Debrief: Look for answers that they share with the group to be similar to the ones listed below. 0-3 months 3-6 months 6-12 months Hold / cuddle with baby Let baby touch/ hold a Play with a ball / toys cheek to cheek rattle Breastfeed / bottle feed Let baby touch your face Touch foods Give a bath Let baby touch a Give baby different textures sibling’s finger to feel Play with fingers and toes Let baby touch his toes Push buttons Stroke gently Tickle baby Comb hair gently Play patty cake Most of these should happen many times a day with the exception of bathing and eating. Debrief: • the most common activity you all shared? • What was the biggest surprise of a positive activity that you all learned? • Will the things you didn’t know about or didn’t realize were positive touch experiences be easy to do? Why? Why not?1-16 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Brain Touch InstructionsMake a list of touch types specific to each age group that will help your baby’s brain develop withthe frequency you should perform them. 0-3 Touch Types Frequencymonths • • • • • • • • 3-6 Touch Types Frequencymonths • • • • • • • • 6-12 Touch Types Frequencymonths • • • • • • • •1-17 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Breast Feeding 1-8 Refer participants to workbook page 1-8.Time: 5 minutes 16 Say: Today we want to tell you why breast feeding is important. You can learn more about the how to’s from your prenatal classes or a lactation consultant. Today we just want to talk about why it is good for you and your baby. It is one of the best touch activities you can do with your baby. Ask: Why do you think it is such a powerful touch activity? Look for: • You are cuddling your baby in a secure way. • You baby can feel you touch him. • Your baby can touch you too. • It usually takes 15-20 minutes so it is a longer lasting touch. Instruct: • Fill in the blanks as I share the information with you. • Ask for help from the participants as you go through each question. Top 10 Facts / Reasons to Breast Feed16 10. Promotes maternal closeness , attachment, & (Touch - part of our “T” in T.T.R.P, especially when you look directly into baby’s eyes. 9. The components of breast milk support brain development. 8. The fats found in breast milk promote rapid myelination. 7. A breast-fed infant tends to look at and focus on objects earlier, so her vision develops. This is partly because when you breastfeed your baby his eyes and yours are exactly the right distance for him to see you with his immature vision. 6. Immune factors present in breast milk protect from infections. 5. Breast milk may protect from gastrointestinal conditions such as diarrhea and constipation. 4. Breast milk is ready when baby is ready to eat. 3. Breast milk can be pumped and frozen so you can use it later. 2. Breast feeding is recommended for one year, but any breast feeding is better than none. 1. Breast milk is free! Debrief: Trainer’s Guide • Tell me which of these statements surprised you. • Why?1-18

Module 1: Touch Touch. Talk. Read. Play.Breast Feeding Top 10 Facts / Reasons to Breast Feed10. Promotes maternal __________, __________ and ___________.9. The components of breast milk support brain __________.8. The fats found in breast milk promote rapid _________.7. A breast fed infant tends to develop higher levels of __________ activity earlier.6. Immune factors present in breast milk protect from __________.5. Breast milk may protect from gastrointestinal conditions such as __________ and __________.4. Breast milk is ________ when baby is ready to eat.3. Breast milk can be _________ and frozen.2. Breast feeding is recommended for ________ ________.1. Breast milk is __________!1-19 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Bathing Baby 1-9 Refer participants to workbook page 1-9.Time: 5 minutes 17-18 Say: Bathing a new born can be quite intimidating for the first time but it can also be a very special time for you and her. It is a great time to look her in her eyes and talk softly to her. And she loves the gentle touch as you wash her with a soft cloth. Let’s discuss great tips for doing just this. Frequent questions with answers about bathing an infant include the following 1. How often should I bath my baby? • 1-2 times per week unless you baby gets really dirty supported by i. Wash baby’s face daily with a warm cloth ii. Clean baby’s genital area thoroughly each time you change her diaper 2. Where should I bathe my baby?17 • Newborns are more easily bathed in a plastic baby tub or the kitchen sink • Babies that can sit up can be bathed on a bath tub. 3. What is the best way to give my baby a bath? • Assemble all necessary items. • Fill the tub with 2-3 inches of warm water (90 degrees Fahrenheit) • Make certain the room is about 72 degrees Fahrenheit . • Support baby’s neck while slipping him into the water. • Pour warm water over him often to keep him warm. • Use no soap of a very mild soap in order not to dry out baby’s sensitive skin. • Wash baby from top to bottom with a soft cloth and front to back saving the genital area for last. • Gently wash the eyes and nostrils. Wipe around the ear with a Q-tip, but do not put it the baby’s ear. • Rinse you baby with a clean washcloth. • Wrap baby in a hooded towel and pat him dry. BabyCenter.com Say: Let’s watch a wonderful video on how to bathe an infant.18 http://www.babycenter.com/0_how-to-bathe-your-baby_37.bc Ask: What questions do you have about bathing your baby?1-20 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Bathing BabyBathe Baby 1-2 Times *Assemble all necessary items. • Bathe newborns in per Week *Fill the tub with 2-3 inches of warm baby tub or kitchen sink water (90 degrees Fahrenheit) • Clean baby’s face daily *Make certain the room is about 72 • Bathe babies that can • Clean baby’s genital area degrees Fahrenheit . sit up in a regular bath *Support baby’s neck while slipping him tub at diaper change into the water. *Pour warm water over him often to keep him warm. *Use no soap or a very mild soap in order not to dry out baby’s sensitive skin. *Wash baby from top to bottom with a soft cloth and front to back saving the genital area for last. *Gently wash the eyes and nostrils. *Wipe around the ear with a Q-tip, but do not put it the baby’s ear. *Rinse you baby with a clean washcloth. *Wrap baby in a hooded towel and pat him dry.1-21 BabyCenter.com Trainer’s Guide