Trainers Guide_revised

Module 3: Read Touch. Talk. Read. Play.Brain Read(Left intentionally blank.)3-15 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.How to Read to Baby 3-7 Refer participants to workbook page 3-7.Time: 10 minutes 10 Say: Now let’s talk about how you read to baby. (We are referring to babies from 0-18 months old). Be certain to record the answers we discuss on the following page. Ask: • Who should read to baby?10 o You and any responsible caregiver. • When should I read to baby? o Same time(s). o After a nap. o After a baby eats. o When baby is most alert. • Where should I read to baby? o In a safe, quiet place where baby can focus. • How should I read to baby? o Hold him securely o Use a sweet tone of voice without startling animation (0-18 months). • What should I read to baby? o 0-3 months – just about anything. The main benefit is hearing your voice and “cuddle time” o 3-18 months – board books with simple pictures, rhyme stories, touch and feel books. Ask: When you read to your baby this way, what sensory inputs are active? Look For: Vision, hearing , touch, language Ask: What other benefits are being created when you read to your baby by these methods? Look For: Consistency, repetition, positive experiences. Ask: Tell me in your own words why reading helps with maximizing braining development. Look for: A summary with the information from above in it.3-16 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play. Trainer’s GuideHow to Read to Baby5 QUESTIONS WHO should read to baby? WHEN should I read to baby? WHERE Should I read to baby? HOW Should I read to baby? WHAT Should I read to baby?3-17

Module 3: Read Touch. Talk. Read. Play.Baby Likes to Read 3-8 Refer participants to workbook page 3-8.Time: 15 minutes 11-12Say:It’s never too early to begin to read to your baby. As you have learned alreadytalking to your bay is one of the most important things you can do. Reading to ayoung baby is just another form of talking. Show Video11 http://www.youtube.com/results?search_ query=reading+to+baby&aq=0 Say: Here is a way to think about what babies like to read: “Books with rhyme rhythm and repetition.” Look at the diagram on page 3-8. Notice that certain types of book are more 12 appropriate at certain ages. Instruct: Let’s practice selecting an age-appropriate book for baby. • Show a book and tell the participants a little about it. • Then ask the participants to tell you what age group it works best for. Trainer note: Gather a variety of books that fit the three categories. Try to find three for each category. Make some easy and some hard. Ask: • What have you learned by doing this activity? • What additional questions do you have?3-18 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.3-19 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Baby Likes to Read Bedtime High BoardContrastBabyImage BooksRhyming Activity Picture Infants Older Toddlers Babies3-20 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Read to Your Baby 3-9 Refer participants to workbook page 3-9.Time: 10 minutes 13 Say: Now we are going to practice reading. Remember babies like higher pitched voices and “sing songy” talk. Instruct:13 1. Break into pairs or three teams. 2. Each person will draw a card and select a book based on age on card. 3. Once you select a book you may tell you partner what age you are reading for and ask her to confirm the book you selected as an age-appropriate book. 4. Identify the book, its characteristics, and tell what age it is geared to the listener. 5. Read the book according to its content and the age of the baby. 6. Read with appropriate voice tone for baby’s age and the story line of the book. 7. The listener should give you feedback on whether the baby felt a nurturing experience. 8. The trainer should select the best reader to read again for the class. 9. Give a prize to the best two readers and tell why they were selected. Ask: How often should you read to your baby? Look for: At least daily at the same time of day. Ask: How many times should you read the same book? Look for: Lots of times – until your baby brings you a new book or until she seems bored with it. Ask: What are the benefits of reading to your baby? (Flipchart the answers). Look for: It establishes a pattern that can set up a lifelong love of reading. Repetition builds strong brain connections. It supports all of the TTRP philosophies: Touch = Hold your baby when you read. Talk = Baby will hear your voice when YOU read to her. Read = You are reading. Play = You can make it fun by adopting the personalities of the characters or things you are reading about. Ask: What questions do you have about reading books to babies?3-21 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Read to Your Baby Instructions 1. Break into pairs or three teams. 2. Each person will draw a card and select a book based on age on card. 3. Once you select a book you may tell you partner what age you are reading for and ask her to confirm the book you selected as an age-appropriate book. 4. Identify the book, its characteristics, and tell what age it is geared to the listener. 5. Read the book according to its content and the age of the baby. 6. Read with appropriate voice tone for baby’s age and the story line of the book. 7. The listener should give you feedback on whether the baby felt a nurturing experience. 8. The trainer should select the best reader to read again for the class. 9. Give a prize to the best two readers and tell why they were selected.3-22 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.My Promise 3-10 Refer participants to workbook page 3-10.Time: 5 minutes 14-15 Say: Based on what we have talked about today you hopefully have knowledge to do the following:  Describe the responsibilities of the occipital lobe.  Explain how reading to baby affects his brain development.  Describe ways to read to baby.14  Select age-appropriate books to read to baby.  Demonstrate good reading voices for baby.  Read age-appropriate books to baby.  Commit to a plan of action that will positively affect your baby’s brain development. Ask: What questions do you have? Instruct 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. Write your thoughts down on the space provided. Your mentor will follow up with you to see how well you are implementing your commitments. 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 next Touch, Talk, Read, Play, training. You will learn more of the specifics of what to do with your baby as he develops.15 Say: Let’s end with this scripture and a prayer. But those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 Trainer Note: Develop prayer that thanks the Lord for our time together and protects the caregivers and babies.3-23 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.My PromiseThis module contained information to teach me to 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. Commit to a plan of action that will positively affect your baby’s brain development.But those who hope in the LORD will renew their strength. Theywill soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 I promise and will use the information I learned in this training. I want to focus doing the following. 1. __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. __________________________________________________________ __________________________________________________________ __________________________________________________________3-24 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.3-25 Trainer’s Guide

4 MODULE PLAYWelcome ..................................................................................................... 2Brain Review ............................................................................................... 6Brain Play .................................................................................................. 12Toys for Baby............................................................................................. 16Baby Safe Play ........................................................................................... 20Play With Baby .......................................................................................... 22My Promise ............................................................................................... 26 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Welcome Refer participants to workbook page 4-1. 4-1 1 70 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: 70 minutes 5 minutes 15 minutes • Welcome 10 minutes • Brain Review 10 minutes • Brain Play • Toys for Baby 5 minutes • Baby Safe Play 20 minutes • Play With Baby • My Promise 5 minutes 70 minutes4-2 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.WelcomeThis page is intentionally blank.4-3 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Welcome 4-2 Refer participants to workbook page 4-2.5 minutes 2-4 Greet Participants:2 Welcome to Touch. Talk. Read. Play. training. I am _________, your trainer for this course. We have had lots of fun over the last few weeks as you have learned more about how you can contribute to the positive development of your baby’s brain. We are down to last modules if you are doing this in sequential order. Trainer Note: There may be new participants to your group this time. Make certain you cover the introductions. If there are not any new participants then you may ask for less information than listed below Ask: Participants to share the following information about themselves: • Name. • When their baby is due (or how old the baby is). • One thing they learned from the Orientation module on brain development. 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 or3 T.T.R.P. as we like to call it for short. Our module today is the Play module. Let’s watch a quick video about the importance of “play”. Play the T.T.R.P. video. Say: At the end of today’s session you should be able to:  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.4  Explain safe ways to play with baby.  Teach baby to play with age-appropriate toys.  Demonstrate safety while playing with baby.  Commit to a plan of action that will positively affect your baby’s brain development. 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.4-4 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Welcome The goal of this module is to give you knowledge of how play activities affect brain development. At the end of this module you will be able to:  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.  Teach baby to play with age-appropriate toys.  Demonstrate safety while playing with baby.  Commit to a plan of action that will positively affect your baby’s brain development.4-5 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Review Refer participants to workbook page 4-3. 4-3 55 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.5 • 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 3. 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 0-3.4-6 Trainer’s Guide

Module 4: Play 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 3.3. Early __________ __________ interactions with nurturing adults are vital to healthy brain development.4. What children _________, __________, __________, __________, and __________, affect early brain development.4-7 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Review 4-4 Refer participants to workbook page 4-4.Time: 10 minutes 6 Say: Let’s review the key parts of the brain. Think of our previous review sessions while we answer these questions. Remember: think of it as 4-2-4. This is a lot of information just to memorize. Repetition helps us remember. Review: • Write these down in your book as we review the names of the parts and functions.6 • Who can name one of the 4 parts of the brain and its function? • Who can name the 2 hemispheres and their functions? • Who can name the 4 lobes and their functions? Name of Part Function of Part 1. Brain Stem 1. Basic functions (e.g. breathing) 2. Cerebellum 2. Controls and coordinates movement of the body 4 Parts of 3. Limbic System the brain 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 coordination 4 Lobes 3. Occipital 4. Parietal Trainer Note: The following exercise is optional. It will add an additional 10 minutes to your time. Instruct 1. Let’s play a game. Brain Quest. 2. Divide the group into 3-4 teams. 3. Distribute the brain in loose parts. 4. The trainer will call out the first request to the entire group. Your team must deliver it to the trainer, and then you will get another assignment on a card. The first team to complete all assignments wins a prize. 5. The cards will say: o Turn in both frontal lobes. o Turn in the entire right hemisphere. o Turn in the cerebellum. o Turn in the part of the brain that controls vision. o Turn in the part of the brain that processes hearing. o Turn in the entire brain assembled together.4-8 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Review The Brain Name of Part Function of Part 1. 1. 2. 2. 3.4 Parts of the 3. Brain 4. 4. 1. 1. 2.2 Hemispheres 2. 1. 1. 2. 2. 3.4 Lobes 3. 4. 4. Brain Quest Game (optional exercise)Playing games is an easy way to teach your baby many of the skills he will need in life. This lastactivity for learning the key parts of the brain and their functions is done in a game format. Themore memorable you make this experience the more likely you are to remember it. Follow thedirections of your leader. Have fun!!!!4-9 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Review 4-5 Refer participants to workbook page 4-5.Time: 5 minutes 7-8 Review: Frontal Lobe The frontal lobes control thinking, reasoning, planning, judgment, and other advanced skills. • The frontal lobe is the last part of the cerebral cortex to develop.7 • Development begins to get active between 6-12 months. • The frontal lobe is not fully developed until early adulthood. Review: A baby’s brain develops as he grows from infancy to adulthood. One of the most8 important parts of brain development is the formation of connections among neurons. These connections form the basic wiring that enables the brain to function. Every baby’s brain is biologically programmed to make connections. An infant needs no experience in order for the process of forming connections among neurons to begin; it will begin on its own. However, the wiring develops based on experience, and the brain is highly sensitive to a child’s specific experiences. Every brain has slightly different wiring because of the unique experiences each person has. The brain’s connections are strengthened through repetition. Repetition is one way that adults can help with early brain development. It is important to expose a child to new experiences, and to repeat those experiences again and again. It is important to read the same stories, to sing the same songs, and to interact with the same people over and over again. Consistent daily routines are also important. Doing the same things in the same order everyday helps strengthen connections in a baby’s brain. For example, as a baby hears more and more words, language connections in his brain stronger more complex, and more efficient. .4-10 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Review Frontal LobeThe frontal lobes control thinking, reasoning, planning, judgment, and other advanced skills. • The frontal lobe is the last part of the cerebral cortex to develop. • Development begins to get active between 6-12 months. • The frontal lobe is not fully developed until early adulthood. Brain development Is biologically driven. Develops based on experience. Is strengthened through repetition. Results in networks of connections. Experience and Repetition__________ is important to the wiring process. Every experience a child has affects her brain development.Positive experiences help develop connections in a child brain. Cuddling, holding and talking to a baby helpher to learn to trust, love, and feel safe and secure. Potential damaging experiences before or after birthmay include poor nutrition, family stress and child abuse and neglect. Negative experiences before and afterbirth can slow or damage synapse formation, myelination and pruning. Poor myelination may keep a personfrom thinking as quickly as he should. Pruning, or the brain’s way of getting rid of excess or unneededsynapses, is necessary for efficient brain functioning.__________ helps strengthen connections in the brain. Positive experiences should be repeated regularly.4-11 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Play 4-6 Refer participants to workbook page 4-6.Time: 5 minutes 9 Note: Do not have them flip the page to 7-5 until you get to the next page of the trainer’s guide. Say: Play is one of the most important things a child does. Through play, a child explores his world, learns valuable information and builds connections in his brain. Play also helps a young child develop important social skills.9 Review: The following information with the class. Tell them to listen well because they will use it again. • Play builds brain connections. • Play enables a child to try out new things. • A child learns cause and effect while playing. • A child practices skills and expands his understanding when playing. • Play helps a child practice making decisions. • A child tests new roles while playing. • Play improves motor skills. • Play provides opportunities to practice eye-hand coordination. • An infant practices the ability to visually track objects as they move through play.4-12 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain PlayThis page is left intentionally blank4-13 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain Play 4-6 Refer participants to workbook page 4-6.Time: 5 minutes 10 (continued from previous page) Instruct: 1. On the following page there are many blocks with writing, but I am going to distribute the real blocks. 2. Read through each block. Take note of all the information you come across. • Circle the blocks that have play activities written on them. • “X” through the blocks that have safety activities written on them. • Place a on the blocks have the benefits of play written on them. 3. You have 6 minutes to complete this.10 4. Review with details. 1. Hold and sing to young babies (circle). Even when babies are able to hold their own bottles, they should be held. Being cuddled frequently helps build the child's self-worth and security. Propping an infant with a bottle is a choking hazard. 2. Rock, sway, and swing your baby gently (circle). To help them develop a sense of movement and balance. 3. Talk to your infant and echo their babble (circle). They may not be able to understand you now, but will learn words for the foundation of their speech later on. 4. Take your infant play activities outside (circle). Do this on nice days. 5. Be consistent so they know what to expect (X). Babies have their own schedule for eating, sleeping, and diaper changes. This may not be the same as another child's. 6. Play different kinds of music (circle) such as classical, soft rock, and children's folk music. 7. Use contrasting toys, such as black, white, and red for newborns. These are easier for them to see. As the child gets older, place bright toys near them. 8. Give them soft toys (circle) a stuffed animal or soft rattle to hold, grasp, and feel. 9. Give babies toys they can make noise (circle) with. 10. Hang up big pictures of people (circle) It can include their family members and animals on the wall at their eye level. 11. Have a clean space for babies to crawl (X). Put bright toys near them so they can reach out for them or move toward them. Spending too much time in various child devices such as playpens or swings can delay gross motor milestones since they have not had the experience to develop their muscles and learn earlier skills. 12. Read books aloud (circle) to them that have bright colorful pages. They will respond to the rhythm in your voice. Over time they will comprehend that these words have meanings and be able to identify objects. 13. Wash toys frequently (X); remember that infants put everything in their mouths. Also, be sure toys are large enough that the child is not able to swallow it. Babies should not play with anything less that the size of a half-dollar (1-1/4 inch). 14. Check area for safe play (X). Remove all items of danger to baby: sharp, heavy, poisonous and breakable objects. Make certain electric outlets are plugged. Block stairs with well fitting “gates”. Remove cats and dogs. (1-14 credit to sensory-processng-disorder.com) 15. Play helps develop eye-hand coordination. 16. Play helps a child with making decisions. 17. Play helps a baby learn cause and effect. 18. Play helps develop fine and gross motor skills. 19. Play builds brain connections.4-14 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Brain PlayInstructionAnswer the following questions: 1. Circle the blocks that have play activities written on them. 2. “X” through the blocks that have safety activities written on them. 3. Place a on the blocks that have the benefits of play written on them. Play helps Play helps Rock, sway, develop eye a child and swing with your baby. hand decision coordination making Play different Be Read kinds ofconsistent books to music forwith baby your baby your Play helps Use bright Hold and baby. Take your develop finecolored toys sing to Play helps baby play and gross your you baby activities motor skills when you baby. outside on Wash toysbaby gets a learn nice days. frequently little older cause and Have clean Use black, effect space for white, or your baby Talk to read toys to crawlyour baby with yourand echo newborn their babble Play builds Give your Check brain baby soft area for safe play connections toys to grasp and feel.4-15 Trainer’s Guide

Module 4: Play Touch. Talk. Read. Play.Toys for Baby 4-7 Refer participants to workbook page 7-6.Time: 10 minutes 11Say:Play is a child’s work. Playing with your baby is your work as a mother orcaregiver.Ask:What parts of the brain would play most likely stimulate?Look For:All parts are correct. Play demands vision, touch, thinking, talking, and hearing.Play really is a baby’s work.Ask:What are some activities that you do right now with your baby that are intentionalplay times?Say:Let’s review the following information about a baby’s capability for play. Look atthe chartTrainer Note:Have up to four participants take turns reading the information about the four agegroups. 0-3 months 3-6 months 6-9 months 9-12 months11 Baby can… See a range of 8-14 See depths better, but Play with a toy in each Baby is crawlinginches within the first is not fully developed. hand because her cruising and walking.few weeks. dexterity is Track objects, and see developing. Baby likes to imitateSee high contrast small objects. you.colors and bright Baby is aware ofcolors. Toys a baby can favorite toys she Use problem solving grasp. cannot see. She will skills are they areGrasp small hand held look for them. growing.toys she can see. A baby begins to sit up around six months. Baby can crawl and possibly pull up. Baby can get attached to a toy. Baby is teething. (continued on next page)4-16 Trainer’s Guide