Page 98 - UNIT 9 Getting Brain Fit_Neat

What does this all mean to our practice?

MAKING GETTING BRAIN FIT A PRIORITY IS VITAL SO A CULTURE OF HIGH EXPECTATIONS
AND HIGH SUPPORT IS SET

1 Give children practice at noticing their ‘affect’ – both pleasant and unpleasant AND what is behind that affect –
which of the 5C Needs being met or unmet was contributing to that affect?

2 Teach children the different stress responses so they can get good at recognising them in themselves and
others (and then be able to recognise which of the 5Cs are at play so they can stop them getting bigger).

3 Help children to plan ways to meet their 5C needs in helpful ways – and know that some children will need
more than others (as we learned in previous units).

4 Plan daily ways to make sure children get their DOSE (remember some children will need more than others).

5 Help children develop a neural habit of ‘Prep4Best’: predict what might go wrong & prepare for it to go well.

Give children the chance to lower the stress levels in their bodies by daily activities which we know lower
6
cortisol levels (some children may need short sessions lots of times each day).

7 Teach children Executive Function skills and give them the chance to practise these.

8 Help children plan baby steps in these EF skills and give them time to think about and record their progress.

9 Work with children to decide the best scaffolds and support them to manage whilst they build their skills.

10 ALWAYS plan a Pathway to Independence with the child so they do not become reliant on supports and
scaffolds for too long.