A‘Thought’ an idea or opinion produced by
thinking or occurring suddenly in the mind.
Where these thoughts are coming
from?
Why are we thinking?
Is it possible to pause thinking
while living?
The subject was always surprised me
from the very begin of my life. Oh, I mean one the day when I started realizing
about my thoughts.
Welcome to new series …..
The Amazing Brain
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| The Amazing Brain |
Talking about brain is always a complicated subject. The more and more we started learning about it, it become more and more complicated.
In this series we would rather try to explain about it in more simpler way. Like a story, so that everyone can enjoy and understand and start thinking about thoughts.
But your participation, suggestions and feedback is very very essential for us to improve the quality of our contents. Please enjoy reading.
Do You Know ?
Our brain is faster than the fastest super computer in the world.
It is quite faster than what we think.
Scientists believe we all carry 80 to 100 billion nerve cells or about as many as stars in the milky way.
Number of nerve cells in our brain = Number of stars in the milky way
Number of nerve cells in our brain = Number of stars in the milky way
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| Illustration of Nerve cells In Brain |
Human Brain Vs Super Computer
In a recent brain stimulation
experiment, the super computer took more than 82,000 processors and 40
minutes to stimulate 1 sec. activities of
brain.
How much data our brain process in a second?
We have about 100 billion nerve
cells.
Each nerve cell is connected to a
minimum of 1000 other nerve cells.
One neuron fires an average of
200 times in each second. The simple calculation is
100 Billion Neurons X
200 Fires per second X 1000 connection each =20,000,000,000,000,000 bits
of info transmitted per second.
20 million billion bits
of information move around your brain every second.
That a very quick introduction to brain. We will explain each of it more scientifically in later additions.
Now we will take you to some very interesting discussions.
Do you ever compare your child with your neighbor's or your friend's child.
And you might have noticed a lot of difference in their abilities.
This is very interesting topic , keep reading , how the brain develops?
The Development of Brain
- Our brain begins to mature even before birth. It continues to mature throughout most of life.
- The brain does not mature at the same rate in each individual.
- It is important for parents and teachers to understand that the maturation of brain influences learning readiness.
- Instructions above or below the maturity level of a child’s brain is not only inappropriate, it can also lead to behavioral problems. Inappropriate behaviors like avoidance, challenging authority, and aggression towards others can be explained by a failure to match instruction to the brain maturity level.
- The normal development of brain varies widely within the same age and the same grade. So there is no point of comparison of brain power in children.
- Take an example of class room with children’s of same age and grade. The age for entrance into a particular grade is not necessarily linked to brain maturity for all children.
- Healthy brain likes to learn, and children learns best when they exposed to variety of ideas, experiences, skills and materials.
- In the early years, children like to explore and learn using several sense or multiple skills at the same time.
- Activities that pair both motor and auditory skill can encourage the development of both pathways.
- A child who has difficulty with writing and other fine motor skills benefits from lacing cards, mazes and tracing.
- These activities actually help students develop the visual-motor areas of their brains.
- When a child talks through a difficult visual problem, it can help him/her learn. In other cases, a child whose language skills are delayed may benefit from tasks that don't require language
.
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| Brain Activity development |
Be aware that brain systems do
not all develop at the same time or at the same rate.
A child may show advanced development in one area and be delayed in another.
For example, a child may read early but be physically clumsy. Brain development also does not occur in a straight line.
Some skills may develop earlier than other skills.
Also, precocious ability does not necessarily last. It is possible for a child to be accelerated in reading or verbal skills in kindergarten but show average ability by third or fourth grade.
A child may show advanced development in one area and be delayed in another.
For example, a child may read early but be physically clumsy. Brain development also does not occur in a straight line.
Some skills may develop earlier than other skills.
Also, precocious ability does not necessarily last. It is possible for a child to be accelerated in reading or verbal skills in kindergarten but show average ability by third or fourth grade.
Don't assume that a child has a disability just because his/her learning is delayed. Be aware that the development of cognitive and other skills is often uneven.
Don't assume that delays a child is showing today will get better over
time. If a child does not improve his/her progress, it is important to
gather more information and then refer the child for further evaluation if
indicated.
Don't adopt a one-size-fits-all approach. It is required to have
different skills and activities for different students within a grade. Some of
this variability works because of the different life experiences of children
and some works because of differences in brain maturity. But, for either reason,
variety is a good thing.
Don't place children in groups based solely on age. For some
children, learning to read is a struggle. Many are not ready to learn to read
until they are seven years old, while others are ready at age four. (This may
be particularly true for boys.) Social maturity does not correlate with other
learning skills. Both social and learning characteristics need to be addressed
separately to determine appropriate placement.
Don't judge ability based on physical appearance. It's very important
not to judge children based on their physical appearance. Children who are
taller and/or more physically mature may not be cognitively advanced. And
children with cerebral palsy often have average to above average ability
despite significant problems with motor and speech production.
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| The Nerve cell In Details |
Concluding Remarks
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| Baby Genies |
Now we are concluding our first part of 'The Amazing Brain'. Hope it helps to trigger some thoughts in your brain. Please do share your thoughts with us.
We are concluding with 2 Myth Busters
Myth 1: You can train certain parts of the brain to improve their functioning.
Fact: This has been an attractive and sometimes lucrative idea for
many entrepreneurs.
However, it is not possible to target a specific brain region and teach just to that part of the brain.
The brain is highly connected. Neurons in the brain learn remember and forget, but they do not do so in isolation.
Skills need to be broken down into their component parts and these parts can be taught.
However, we do not totally understand how this learning takes place nor do we know exactly "where" in the brain that learning is stored.
Evidence from victims of stroke and head injury show that injury to the brain of one individual may not result in the same loss in the brain of another person.
Brains are like fingerprints — although there are commonalities, there are differences that make each brain unique.
However, it is not possible to target a specific brain region and teach just to that part of the brain.
The brain is highly connected. Neurons in the brain learn remember and forget, but they do not do so in isolation.
Skills need to be broken down into their component parts and these parts can be taught.
However, we do not totally understand how this learning takes place nor do we know exactly "where" in the brain that learning is stored.
Evidence from victims of stroke and head injury show that injury to the brain of one individual may not result in the same loss in the brain of another person.
Brains are like fingerprints — although there are commonalities, there are differences that make each brain unique.
Myth 2: You are born with certain abilities and these do not change over time.
Fact: At one time, people believed that the brain developed into its
full form by the age of three, and that what developed afterwards was just a
matter of refinement.
In fact, we now know that the brain is plastic — it changes with experience and development.
Evidence shows that rather than ending development at the age of 5, or even 12, brain development continues into one's twenties.
For some adolescents, the maturation of the frontal lobes may not end until age 25. For others, frontal-lobe maturity may be reached by the age of 18 or 19.
For this reason, some adolescents may require additional time before they are ready for college, while others are ready at an earlier age.
In fact, we now know that the brain is plastic — it changes with experience and development.
Evidence shows that rather than ending development at the age of 5, or even 12, brain development continues into one's twenties.
For some adolescents, the maturation of the frontal lobes may not end until age 25. For others, frontal-lobe maturity may be reached by the age of 18 or 19.
For this reason, some adolescents may require additional time before they are ready for college, while others are ready at an earlier age.
Hope you all enjoyed reading this.
Please do share your suggestions and thoughts and help us to improve.
Please subscribe our newsletter to get the updates at your inbox.
Please do share your suggestions and thoughts and help us to improve.
Please subscribe our newsletter to get the updates at your inbox.
The Amazing Brain :Know Your Brain
8:52 AM
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