Module 1: Moving Beyond Determinist Thinking
The nature/nurture debate is over. It is no longer a question of nature vs. nurture. The real question is understanding the interdependence of nature and nurture: how nurture affects nature and vice-versa.
Module 2: The Interbrain and Self-Reg
Digby Tantam’s concept of the Interbrain describes the process by which a mature, adult brain regulates the immature brain of a young child, including via non-verbal brain to brain communication that takes place beneath the level of conscious thought.
Module 3: The Interbrain in Early Childhood Education
The concept of the Interbrain was originally based on primary relationships in a family context. However, the Interbrain operates in other settings as well. This module covers how the Interbrain works in early learning and care settings.
Module 4: The Triune Brain and Self-Reg
The Triune Brain is a model, developed by neuroscientist Paul Maclean, that describes the function of three brain systems that developed at different stages of evolution: the reptilian brain (governs basic survival mechanisms), the paleo-mammalian brain (the limbic system: home of strong emotions and memories) and the neocortex (governs rational thought and social engagement).
Module 5: Optimal Self-Regulation: Seeking Red Brain/Blue Brain Balance
Although the “blue brain” governs “higher” and “rational” brain functions, while the red brain is involved with “lower” or non-rational functioning, self-regulation cannot be defined in terms of learning to suppress Red Brain so that Blue Brain is always dominant. In fact, Blue Brain and Red Brain play complementary roles in human development, learning, behaviour, mood and social interaction. Thus, it is red brain – blue brain balance that is key to self-regulation.
Module 6: Reframing Temperament
Temperament is widely regarded as one of the most important concepts in understanding individual differences in human development. However, the Self-Reg view is that temperament is less fixed and more malleable than some theorists believe. This module looks at temperament from a Self-Reg view.
Module 7: Reframing Attachment
Attachment is another core concept in early child development, and rightly so since Self-Reg sees relationships as central and also sees the dyad, rather than the individual, as the core unit of human development. This module looks aspects of Self-Reg that are related to attachment.
Module 8: Reframing Personality
A child’s personality is generally thought to be largely influenced by genetics, but we also know that a child’s environmental influences and experiences while growing up play and important role. This module looks at both non-genetic and genetic influences on personality development though a Self-Reg lens.
Module 9: Unpacking Intelligence
We now know that, during the early years, a great deal of important brain development takes place that affects children’s learning potential in school and life. Intelligence is one factor in learning potential that has been studied extensively. This module will give ECEs a new way of looking at intelligence, while addressing a number of key issues and questions.
Module 10: Reframing Intelligence
This module examines the role that stress and self-regulation play in intelligence. It will help early childhood educators understand intelligence in a new way both in terms of how intelligence develops and how self-regulation enables or blocks a children’s ability to use their intelligence and other cognitive abilities.
Module 11: Foundations-Building
Humans are born wired for connection, empathy, compassion and moral thinking and behaviour.
Module 12: The Self-Reg ECE
This module draws from all aspects of the Self-Reg perspective on child development to present a full-circle discussion on how Self-Reg can enhance the practice of early childhood educators.