Sitting at a table at Tillie’s, my favorite, independent Brooklyn café, I find myself easily distracted. The people are much more interesting to watch than my work is to complete. A guy of about 23 years walks in. He’s nearly 6 feet tall, very thing, longer, thick wavy dark hair—in a word attractive. I decide to watch him. What is his story? Does he go to school? He orders a large Raspberry Iced-Tea…or I assume that’s what he’s ordered because it looks exactly like mine, and that is what I ordered. He takes out his phone and fiddles with it. Boring. I got back to my work. About thirty minutes later, a girl walks in. Tall, dark olive skin, black long straight hair, very thin—in a word attractive. She is carrying a medium size white bag, most likely with food in it. He looks up and tries very hard to hide the smile the smile that is growing inside of him at the sight of HER, her walking through the door weaving among the chairs toward HIM. She hands him the bag and sits down in one swift smooth motion, maybe she’s a dancer, She, too, cannot hide the smile. The bag is more than a bag, perhaps an expression of love. She leaves to get something to drink. He immediately opens the bag and pulls out a small note—filled front and back—about the size of post-it—the smile trying so hard to stay hidden returns. He reads the note, more in lover with her than ever.
Love. Almost as essential as breathing. Why? Because love is ubiquitous. People love with their entire self: their brains, their minds, their bodies; No one loves with just their hearts.
According to Helen Fisher at Rutgers University, there are 3 stages; lust, attraction, and attachment. Robert Sternberg proposes a similar idea: the love triangle. The love triad includes: intimacy, commitment and passion, which Sternberg demonstrates is found in the seven different types of love determined by the power of each point of the triad:
1. Consummate: highest level of level, equal presence of intimacy, commitment and passion
2. Infatuated: Includes only passion
3. Fatuous: Includes equal amounts of passion and commitment
4. Empty: Includes only commitment
5. Companionate: Includes intimacy and commitment
6. Romantic: Includes intimacy and passion
7. Liking/friendship: Includes only intimacy
However, each researcher’s theory on love show the impact of love on they brain, the mind and the body.
The Brain on Love
The brain on love is akin to the brain on drugs given the release of hormones that occur especially in Helen Fisher’s second stage of love: Attraction. In this is stage, greater than normal levels of dopamine are released in the brain. Dopamine release triggers the reward and pleasure center in the brain; the same chemical released when using cocaine. In addition, to dopamine, many other neurotransmitters and/or hormones are released: cortisol, serotonin, norepinephrine, oxytocin, and vasopressin. The release of these neurotransmitters are literally changing the wiring and firing of the neurons. Therein, changing the brain, which changes the mind and the body. In Sternberg’s love triad, commitment, the active decision to stay in the relationship, represents the brain. A connection to people’s evolved pre-frontal cortex and executive function skills such as goal-directed or task-directed persistence. Loving only with the mind would be considered empty love according to Sternberg.
The Mind on Love
The mind on love is a result of the release of serotonin. Helen Fisher found that serotonin is responsible for the inability of one to stop thinking about his or her partner and the rose-colored glasses effect. The ability to see the object of affection as more desirable and the relationship as more unique than others. This can be equated to intimacy on Sternberg’s love triangle. Dr. Arthur Aron demonstrated the ability to create intimacy even within a lab setting when complete strangers were paired with one another and given approximately 45 minutes to discuss 36 questions. After the discussion participants were asked to look into each other’s eyes for 4 minutes without speaking. Two participants after this experiment ended up married. According to Sternberg, intimacy is critical in many types of love including: consummate, companionate, romantic and liking/friendship. Intimacy represents the mind on love because it has the ability to occur despite the absence of an end-goal or physical attraction.
The Body on Love
This is the most common reference to love because people associate love with their hearts. Indeed, loving another person involves a change in heart-rate. However, this due to the release of cortisol and norepinephrine. Yet, the bodily changes, which cue people to the fact that they are experiencing a strong and separate emotion from those on a daily basis is the most easily identifiable because it involves the body. According to Helen Fisher, body love is the first stage of love: lust. It leads to the other stages taking place. Dr. Aron, found that it takes only 90 seconds to determine if someone finds another attractive. The body on love associated with romantic love or what is perceived to be romantic love, but may in fact include: consummate, infatuated or fatuous types of love.
One does not fall ‘in’ or ‘out’ of love One grows in love. ~ Leo buscaglia
Regardless of how love is categorized, labeled, or defined, the experience of love, regardless of type is unique to very. Love is universally acknowledge, felt and expressed. The great equalizer so to speak; given the uncontrollable impact it has on the brain it can make the most eloquent speaker a mumbling mess or turn the introverted intellect into a dashing diva. Fall…leap…sneak…grow love in whatever form. Love is meant to be experienced with the brain, the body and the mind…not just the heart.
Celebrate. Love. Everyday.
Big buzz words, both of them in the title of this article. One featuring a significant process of the Pre-Frontal Cortex, and the other, affectation of awareness from the entire brain, based upon the driving of the Pre-Frontal Cortex. However, let’s simplify the language of Metacognition and veer away from the “thinking about thinking” cliché (albeit that is what that is, the repetitive use of the definition is overused).
Meta (after, or beyond) cognition (conscious mental activities : the activities of thinking, understanding, learning, and remembering) is that ten second delay before the thinking is decided upon as the last answer or decision. It is the pulling yourself out of your own awareness to look at the process that is involved in your own thinking: from the first suggestion of an idea to the last decided action. Metacognition then is the conscious mental activity that is after or beyond the activities of thinking, understanding, learning and remembering.
It’s what we commonly refer to as THINKING ON YOUR FEET. When you rely on the automatic responses of behavior that you tuck in the memory bank for the ‘rainy days’ and successfully combine these responses without reference to a specific technique or to a pattern, you have successfully practiced the art of metacognition. Most of us use the metacognitive process in its basest sense that its application is usually muted.
Labels, both rigid and tailored to testing have been directing the voice of education. Plotting one’s education based on the ability to test versus improving the quality of the inquiring mind has recently been winning the battle of what standards should look like and what ‘schooling’ should seem to be in the eyes of a successful community, and in the grander picture, what the world expects of a citizen belonging to a particular first-world geographical location. Teaching to the BRAIN inside the human being has been scoffed in skepticism and propaganda by purists of testing protocol, and worse, by those who insist that the BRAIN is a static piece of software that can only evolve in, well, the dog-eat-dog thriving situations to effectively learn (forgetting that the BODY is attached to it, inconveniently).
And yet, there are those who do acknowledge that there is a BRAIN that echoes its decisions on the shadow called a MIND (which apparently is highly controversial for those who have either no imagination, philosophical inclinations, or even quantum physical understanding of cause and effect). The MIND is not simply an artistic, metaphorical description of romantics or serialists.
Mind (the part of a person that thinks, reasons, feels, and remembers) fulness (the eventual quality or state of being full). Mindfulness then is inherently a state of consciousness. Although awareness and attention to present events and experiences are given features of the human organism, these qualities can vary considerably, from heightened states of clarity and sensitivity to low levels, as in habitual, automatic, mindless, or blunted thought or action (Wallace, 1999). Therefore, Mindfulness is the eventual quality, state or part of a person that thinks, reasons, feels and remembers that is full.
Conscious activities of thinking lead to filling up the state of a person that thinks, feels, reasons and remembers. Conscious and purposeful filling, which is aimed at harnessing powers of understanding from genetic, evolutionary biological cognitive methods, now contrast with teaching-to-test. Conscious and meaningful activities where learning is matched with the learner’s natural aptitude while harnessing multiple abilities of learning.
Teaching with the Meta-Mind process is the ideal, not necessarily realistic. The Teacher, broken as Teach (to cause or help a person to learn how to do something by giving lessons and showing how it is done) -er (person or thing belonging to or associated with something) fulfills this process with such subconsciousness if you ask him or her the process of the real teaching, they would have to pause and trace the Meta of how they begin. And when there are words to describe this magical process (taking away the paperwork load and the political requirements), the Teacher’s Metacognition begins with an idea, a seed, a stage either theatrical, comical, empirical or thoughtful. The Teacher is actively immersed in the conscious mental activity that is after or beyond the activities of thinking, understanding, learning and remembering. The preparation for every scenario entails an almost see something-say something proactiveness; student temperament will never be the same in spite of the occurrence in the exact classroom, having the exact community of students, and/or support through the same rules and regulations. Only homeostasis remains similar as learning experiences are emotionally, memory-dependent.
The students come, the dance begins of giving and taking…sometimes with upstarts and hiccups; however, with the arsenal from the Teacher’s Meta phase, the learning is curved to where it momentarily docks. After the last word on the subject, the wards attach the knowledge to a memory base, perhaps a mnemonic one for future reference. And the Teacher? He or She goes into the Mind phase: Mindfulness of students sharing, discovering, uncovering and maybe not fully comprehending what just had happened in the minutes before with the topic at hand. The Teacher in this phase enters into that eventual quality, state or part of a person that thinks, reasons, feels and remembers that is full.
How then can the teacher be unreasonably requested to match the learning of a subject that is not only too cognitively complex for the developing brain of the current roster he or she is given, but also when there is a predetermination of the worded script, the presentation of the activity or knowledge base, and/or finely trimmed boundaries they are unable to be flexible with? How is that called common core really a commonality? The Meta-Mind cycle is interrupted, the learning process is artificial, and citizens are not created, rather parrots with haphazard training preparation for the competitively overflowing sea of professional niches. The Teacher ceases to have a democratic role in the abilities and skills he or she thought was hired to use in the classroom; amazingly, all that’s needed to do this newly reinvented job are professionals with paper pedigree to continually beat down their passion or dedication…unless the latter is just a bad dream someone decided to share with us.
Please allow the teachers to teach again. Respect the Meta-Mind Process of Learning.
Thanks to our friends at Brainblogger, here you can read the complete article. Happy reading!
Over the past decade, we have learned that for every student who is simple to understand or figure out, there are one or two who are a conundrum. Over this same decade we as separate and collaborative professionals have also discovered that the answer to these students’ needs being met is two-fold: 1. Education looks only at symptomology not etiology 2. Education fails to integrate disciplines effectively. Special education needs to stop being about labels and start being about the whole child.
Enter the practice of Execu-Sensory and Neuropedagogy. When we look at the child as a whole: brain, body and mind, we begin to understand that more than what teachers are taught in school is at play. Take child development, for example, this class may or may not be required to earn a Masters in Educations, especially if the focus is middle childhood rather than early or elementary. Yet, the brain is not done growing, literally, until the age of 19 or 20 and the prefrontal cortex continues to develop until the age of 25. Not to mention, the developmental surge that takes places during adolescence is akin to the one which occurs during early childhood. How then are teachers prepared to teach the ever evolving whole child if they lack the basic knowledge of brain development. The simple answer is they most likely cannot. The brain is a vastly complex system of electrical wiring and firing that is critical to understanding, given the goal is not only to teach, but teach effectively.
However for the purposes of this blogpost, we shall focus the discussion on the fundamentals of Neuropedagogy in practice with some aspects of Execu-Sensory components.
Structure of Neuropedagogy
Neuropedagogy in its most basic state begins with the executive function skills and the developing Pre-Frontal cortex. However when we attempt discussion with other educators, the typical response is, “Executive what in the where? Neuro?”
Understandable response, seeing as this predominantly European concept is commonly referred in the United States as Educational Neuroscience or Neuroeducation--or perhaps more commonly not discussed among educators at all. It was introduced during an educational summit in 2009 at Johns Hopkins University simultaneously with a “Learning and the Brain” wherein organizers and educators alike agreed there needed to be an interdisciplinary field that combines neuroscience, psychology and education to create improved teaching methods and curricula. It was bringing into focus new links between arts education and general learning, how learning physically alters the brain, and what goes wrong in students with learning disabilities.
Neuropedagogy however went further than Neuroeducation. The European definition of Neuropedagogy is when science and education meet and whose scientific aims are to learn how to stimulate new zones of the brain and create connections. It is targeted at stimulating the brains of all types of learners, not only those with students who have learning disabilities. Dr. Judy Willis a practicing neurologist made a conscious transition to the classroom as an educator feels that there needs be research about the brain’s neuroplasticity and the opportunities we have as educators to help students literally change their brains — and intelligence. To become a teacher without understanding the implications of brain-changing neuroplasticity is a great loss to teachers and their future students.
Based on the experience and the research we have done on current classroom structures in New York City, we have found that the most effective use of Neuropedagogy was in three sections: Brain Element Neuropedagogy, Body Element Neuropedagogy, and Mind Element Neuropedagogy. The hierarchy of training is dependent on the prior knowledge of brain function, thus beginning the discussion with the brain was the most functional and useful approach. The body then and it’s organic processes were the next step in the training and understanding connections between innervation and control, and lastly the mind which not all fields of classroom instruction fully develop or are able to reach without the clear understanding of how the brain and the body encompass the physics of the mind.
To say the least, one would need basic brain to facilitate the body and change the mind.
The Brain Element Neuropedagogy
The most obvious reason to share information is for learning, and learning can only be achieved if there is sufficient brain function. In our practice, we lay the foundation for understanding the Central Nervous System (CNS) neurotransmission, the utilization of approximate brain mapping of the cerebral hemispheres, and raise awareness of the unmistakable impact of the digital society on the organic brain.
By organizing the hierarchy of understanding based on the processes involved from brain neurotransmission in each section of the cerebrum at any given time, we shed more light into the powerful effects of neuroplasticity, the endless ability for the brain to change itself. There are four that have been identified for learning: Acetylcholine (ACH), Serotonin, GABA, and Dopamine. Ultimately these are the communicators responsible in delivering the information to all the lobes, including the Pre-Frontal Cortex. The PFC is not currently recognized as a lobe; however, the role that it plays in learning and behavior have been measured via Executive Function Skills.
Many definitions for executive function skills exist and they all essentially make the same point. The National Center for Learning Disabilities defines executive function skills as,” mental skills that help the brain organize and act on information… [it is the ability to use] information and experiences from the past to solve current problems.” These skills are critical to understand because when they are weak or delayed in developing, they can mask themselves as an educational disability which may lay the groundwork for an Individualized Education Plan (IEP) as determined by a mutlidisciplinary team. For example, let’s say a child is referred for an evaluation for special education services because he is showing consistent negative behavior, such as being unable to focus for more than a few minutes at a time, constantly calling out, and failing to complete homework, all of which lead to decreased academic gains. The child will most likely be mis-classified as having ADHD or a learning disability, which ultimately leads to inefficient or worse ineffective solutions. If the interventionists applied an interdisciplinary Neuropedagogical Approach, a different and more effective outcome may have played out.
Now, let’s add a layer of dynamic complexity to Neuropedagogy. Neuroscience has looked at the brains, personalities, strengths and weaknesses of people born after 1986 and compared them with brains, personalities, strengths and weaknesses of people born before 1986. The studies show a significant difference between the two. The over-arching difference: access to the digital world. The first group is digital natives; the second digital immigrants. Digital natives have brains that have weakened pathways for interaction, decreased activity in anterior cingulate gyrus and medial orbital frontal cortex, increased isolation, aggression, passivity, loneliness, etc, increase in cortisol due to excessive brain fatigue, decreased hippocampal size. Digital immigrants, the ones who have the capacity to hand down life experiences effectively via examples and who can communicate thoughts personally are ones who are usually comfortable with familiar technology and shy away from change in that department. They have been found to have faster PFC circuitry as they have had abilities to strengthen neuronal circuits with numerous life experiences, including delaying gratification.
WIth all of the Brain Element Neuropedagogy, one can proceed to appreciate understanding the Body and it’s unique processes.
The Body Element Neuropedagogy
In our modern society, people are perceived initially from the way they present themselves. Usually what is displayed from the external body is what immediately connects one person to the next. The body’s senses take in the physical and external world, neuronally process the input and in the cortex it’s given meaning.
From a learner’s perspective, the body is both intake and output. As interdisciplinary brain-based practitioners, we shed light into the Sensory Processing Systems, the limitless potential of a person’s Multiple Intelligences and Emotional Quotient (EQ), culminating on the influence of what we have managed to call the 3 External E’s (Ergonomics, Economics, and Environment). The body by itself is a complete sensory organ, however it has been proven by evidence-based practice that the seven (7) senses are the checkpoints of the body: sight, sound, smell, touch, taste, movement and position in space. Research in this area was pioneered by Dr. A. Jean Ayres and current practitioners include Dr. Lucy Jane Miller and Carol Kranowitz all of who have contributed to the education and learning landscape. One simply cannot function by brain alone!
Multiple Intelligences Theory was pioneered by Howard Gardner, a developmental neuropsychologist,who played the violin well, wondered if a tool, aside from the Intelligence Quotient (IQ test), could be developed to measure additional attributes to determine a person’s complete intelligence. Another factor we considered was Daniel Goleman’s Emotional Quotient (EQ) as this too plays an important factor externally; even as the limbic system is brain centric in it’s processing of emotions, the manifestation on the outside is clearly body centric.
Education in the twentieth and now twenty first century tends to teach to two types of learners: visual and auditory. Yet, research has shown that multiple types of learners exist, not just two. Teaching methodologies need to start designing lessons, activities and classrooms not only for the typically forgotten or ever present kinesthetic learners, but for the quiet introvert and the shy extrovert and multiple combinations of them.
Simple modifications such as state changes, strategically planned brain gym breaks or yoga ball chairs have shown to improve the executive functioning skills of sustained attention and task persistence. Additionally, when inserting brief yet planned breaks of any type, students are given an opportunity to work on set-shifiting a skill in high demand in the modern digital-world. Modifications for the introvert include quiet spaces in the classroom or projects with an option to work alone. The shy extrovert, may benefit from group projects with assigned jobs. However, this type of differentiated instruction is believed to be fitting only to the special education population. The rest of these students, rather than adopting a label that may or may not fit, they are instructed to adapt their bodies to fit because that is what the ‘real world’ will expect of them. Meanwhile, that potential intelligence lays mostly dormant because teachers are not teaching to them, and were probably never taught how. Neuropedagogy recognizes the learning process that processes from a brain and proceeds into the body offers perspective and solutions to teaching with the body in mind.
The Mind Element Neuropedagogy
Of all of the Elements that we train, it is the Mind Element that is the most challenging to explore.The brain and the mind are used interchangeably in the realm of education; however, scientists have discovered that although they do seem to be influential of the other, the brain and mind affect each other in very different but significant ways. The psyche in psychology practice have also been associated with the mind, and pop culture usually uses the word mind loosely as choice or state of one’s mental being.
In referencing the brain, it is the material organic matter that has the physical manifestation of the neuronal processes while the mind is where consciousness and active thinking occur. However a thought may occur from consciousness which may alter the neuronal process that was intended to happen and vice versa. The mind discussion includes: theory of mind, the belief-desire reasoning in learners, and neuroplasticity in the habit loop, Behavior Modification and Habit Routine change that can have both positive and negative effects.
Neuropedagogy of the mind starts with the premise that the mind of a child is complex. The Belief-Desire Reasoning from H.M. Wellman’s The Child’s Theory of Mind Mechanism shows just that. Thinking, perception, sensations, beliefs, cognitive emotions, physiology, basic emotions are all interconnected and simultaneously interacting to produce desires, intentions, actions and inevitably reactions. Actions are merely the tip of the iceberg to the ongoings of a child’s, and ultimately a learner’s mind. Educators who understand and teach with Executive Function Skills such as Metacognition, Emotional Control and Response Inhibition in mind, essentially have x-ray vision, which provides them the insight to ask the questions that will reveal the iceberg. Intention is marked by a WHOLE person, a product of perception, inception and conclusions.
Conclusion: The Neuropedagogy Synthesis
When science and education meet it is called Neuropedagogy, whose scientific aims are to learn how to stimulate new zones of the brain and create connections. The information that is presented here may appear overwhelming and less comprehensive in practice however it the changing the lens and perspective that allow best practices to occur, to remind those involved in direct service that people are not formulaic in their learning.
The Neuropedagogy synthesis demonstrates just that. One of our current partnerships, The Teaching Firms of America Professional Charter School in Brooklyn, New York applies these principles by tying choice and action to their basis in the brain, Theory of Mind, and most importantly, the brain has the ability to change. They empower their scholars to be thinkers and owners of their actions and choices by giving them knowledge from the world of neuroscience. Finally, the utilize the principles of Neuropedagogy to guide and inform their instruction, interactions and interventions. It is a common occurrence to hear students say, “I can change my brain.” From initial classroom set-up to end of day classroom clean up, they created and continue an atmosphere of curiosity and intellect, which always seems to start and end with the brain.
If you live in a metropolitan area, chances are you have had the pleasure of using public transportation to get around. Buses or trains, or both, and the many others who accompany you in the journey to and from destinations. In these modes of transport, rush hour can get harrowing; packed like a can of sardines until it wouldn’t even matter if you had a bar to hold on to to maintain your balance. The sheer volume of people in your personal space is enough to keep you stuck wherever you are sitting or standing.
And if this is most human touch you experience per day, that may not be enough. Reason: our brains are wired to be touched.
University of Miami’s Touch Research Institute in early 2014 had done extensive research in the area of human touch.Their results have revealed that human touch has wide-ranging physical and emotional benefits for people of all age groups. In the Institute’s studies, they discovered touch lessened pain, improved pulmonary function, increased growth in infants, lowered blood glucose and improved immune function. Human touch is extremely important for all ages, but by the time children reach their teen years, they receive only half as much touching as they did when they were infants. Adults touch each other even less.
The researchers in Miami also found that touch with moderate pressure stimulates the vagus nerve which is responsible for slowing the heart rate and lowering blood pressure. This produces a state that is relaxed, less closed off, but more attentive. Even the Institute’s medical staff and students that received massages for 15 minutes a day over the course of a month were more accurate and took less time on math performance tests than their counterparts who did not receive massages, more proof that touch also decreases stress hormone function and boosts immune systems.
It is then no surprise to learn of evidence pointing to the levels of aggression and violence among children is related to lack of touching.
Touch Research Institute conducted two separate studies, one with French children and one with American children to determine the degree of touch they received from their parents in relation to displays of aggression. The researchers found that French children received more touching from parents and their peers and were less aggressive than their American counterparts. American children on the contrary had less physical interaction with their parents and tended to touch themselves more than they touched their peers (e.g. playing with hair).
And in 2009, DePauw University psychologist Matthew Hertenstein studied the person’s ability to interpret emotional content via other non-verbal means with the sensory cortex. Hertenstein had volunteers attempt to communicate a list of emotions to a blindfolded stranger solely through touch, of which many participants were apprehensive about the experiment. “This is a touch-phobic society,” he says. “We’re not used to touching strangers, or even our friends, necessarily.”
The result? They did touch, all for the benefit of science after all. The results suggest that for all our Pre-Frontal Cortex caution about touching, we are hard-wired with the capacity to send and receive emotional signals solely by touching, one of our sensory systems. Herenstein was surprised at the results, thinking that the results were going to be at a chance level of 25 percent. Instead, participants were able to clearly identify and communicate eight distinct emotions (anger, fear, disgust, love,gratitude, sympathy, happiness, and sadness) all with accuracy rates as high as 78 percent.
Even for those who suffer from seizures can benefit from therapeutic touch. Traditional Chinese Medicine (TCM) such as combining Acupuncture and Massage Therapy have been found to reduce seizures. Results from studies in China and Germany as per the College of Oriental Medicine have also proven to control abnormal brain activity that causes the seizures.
For the rest of us, average touch is relative. There is debate as to how many hugs one is required to receive per day to stay emotionally and mentally healthy — a range from 8-11 per day. And that is something we can all aim for, in spite of the speed we travel, the inconvenience of daily living, and the noise all around us.
Let’s have the animals teach us how it’s really done.
The University of Florida recently suggested that animals really wanted human contact after all. Lindsay Mehrkam, a University of Florida doctoral student in psychology with psychology professor Nicole Dorey have published a paper in the journal Zoo Biology that examined different types of enrichment preferences specifically in zoo-housed animals.
For this study, the pair chose three tortoises at the Santa Fe Teaching Zoo in Gainesville, Florida named Larry, Moe and Curly. They were given four choices of keeper interaction: playing with a large rubber ball or under a water sprinkler, or having their shells scrubbed or necks rubbed. The zookeepers had used all of these amenities at least twice a month for several years at the zoo.
The inanimate object and the human were placed on opposite sides of the enclosure while the tortoises were released from the barn and had five minutes to make a choice. Consistently, they chose their human companion over the object!
Mehrkam said, “Not only did they prefer keeper interaction overall compared to the traditional forms of enrichment, but the individual tortoises had preferences for the kind of interaction they wanted. Larry and Curly like having their necks rubbed. Moe liked the shell scrubbing.”
If you are still on the prowl for illuminating choices in gifts this holiday season, here are some recommendations for all ages, sizes, and brains:
1. The Techie – You can go online and plug them in to Lumosity, Mind360, Brain360 to train the techhie you’re gifting. You can also engage further with systems (Wii and others) and subscribe to Minecraft or Terraria. Or you can gift them the ability to create Code. The Executive Function Skills targeted by these sites are usually indicated except for the console and subscription based games.
2. The Builder – If what you are looking for is a gift for someone who likes to build in 3D, then these items will make their day. The old fashioned LEGO has been morphed into Creators 3-in-1, Architecture, Movie themes, Pop Culture, and yes, even life sized characters! The Japanese store MUJI has also come out with 3D cardboard puzzles of animals that will come in multiple shapes and sizes. Ravensburger puzzles also have come up with their own version of a 3D puzzle using literal classic puzzle pieces to create monuments and other famous landmarks.
3. The Mover and Shaker – For the ones who love to use their limbs and reach out as far as they can reach to rhythm that they can truly appreciate, there are Just Dance songs (available free on YouTube) that are ideal for any age, as well as the Just Dance Wii game. For those who like the slow and steady pace, there are yoga or t’ai chi classes, or the Gaiam version on DVD or youtube as well. Still looking for the ultimate brain alternative that won’t include potential try outs for the X-games? Try the book Hands On: How to Use Brain Gym in the Classroom. In this photo-filled book, authors Isabel and Marcelle, who are teachers in the South African school system, have captured the joy of learning through their use of 25 of the Brain Gym activities and 14 of the Vision Gym movements. Another option to Brain Gym would be the program FUNtervals.
4. The Critical Thinker – And for the one who can’t stop thinking or philosophizing about the world and their future endeavors, good old fashioned board games which are timeless in their appeal but modern in their evolution would be the perfect gift. Monopoly, for example, has evolved into the modern world and into electronic banking or thematic characters which younger audiences can relate to. Other options are Sequence or Quirkle, and even Critical Thinking Card Games.
5. The Social Butterfly – These are probably some of the easiest people to find gifts for, as anything that will encourage a conversation or a gathering will enhance this person’s day. Supercell games like Hay Day cross over onto the tecchie world and provide planning opportunities. Other options include hosting your very own Jeopardy game. Two person card to board game hybrids like LIfe Stories and Say Anything also encourage opinions and self-awareness.
6. The Organizer – The one person who can manage to multi-task and juggle many demands on their plate and still manage to derive pleasure in listing and keeping things in their proper place and in complete order. The favorites that come to mind are the Container Store, Ikea, and even Muji. These provide multiple options across many age ranges to enhance their already natural talent. Additionally, some options require assembly, which would target Executive Function Skills such as sustained attention, task persistence and almost guaranteed emotional control.
7. The Empathizer – For the one always has the lending hand, sensitive ear and time of day to encourage kindness and hope that things will be alright, the options are endless. Here are our top three however: Aromatherapy sets, Relaxation sets, and Spa Retreats. For Aromatherapy, the better options are the ones which use natural oils that do not leave a burnt smell, such as Tisserand. Relaxation sets push the envelope further into the complete sets of a massager, aromatherapy and scented towels. Spa retreats are the best of them all, some that have within city locations while others are packaged with resorts or trips.
8. The Explorer – This is for the restless person, the one who cannot stay still in one place and seeks a new adventure in every free moment (or even within) a task setting. In the hustle of the holidays, there is an overload of places to be within one locale as the best gifts are being scoured for, however there are those gems that your explorer can definitely appreciate you for (faux or real). Games like All Aboard give globetrotters an idea of what to expect. Also Geography in Arts would make a wonderful outlet from the actual walking around to passing a plethora of colors and a variety of paper. And for those who are interested in the backyard exploration up close, there is always the explorer’s scientific kit.
9. The Music Maker – For one who has music in their blood and can’t shake the melody off! The gifts for this person need to be nifty and personalized according to the sound preferences, headsets and complete control of the musical atmosphere. Surround sound systems that will not break the bank are always a great option. If they need an upgrade, wireless headphones that are not made for cinema and movies only, and lastly, there’s always the music lessons for short term that could turn into long term.
10. The Visionary Artist – Last but not least, the one with the hyperactive imagination from words to images and needs to put them down on the page. These are the ones who dare to dream and think big, much bigger and more complex than what the material world can currently handle or fathom. Art supplies are a necessary staple but not exciting or extraordinary to the artist. So there’s a step above the staple which is taking the artist to a new location of inspiration for them to hone their craft, be it more art classes or a new location in the city they live in. The highest of them all is (if one has the means and connections), is to spend up close and personal time practicing with idolized artists in action, even if it is the Disney Pixar studio!