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o w l - b r a i n The “itchy” play schema guide (kids ages 0-6 years)
Hi, My name is Danelle Gough. I am psychologist and mom of 2. I created Kidling Connect as part of my own journey into motherhood and how psychology, in a very real sense, actually meets the true reality of parenting little kids. Kidling Connect is my brain-child; a resource hub, lovingly created as a blend of science and theory, my experience as a psychologist and my own personal encounters with the baffling sometimes mysterious day- to-day rollercoaster rides with my own little ones. behind kidling connect. the why There is always more than meets the eye, behind all of our behaviour. That is why I am so passionate about creating resources to connect the dots between behaviour and the fascinating neuroscience and psychology that lies behind being a little-kid and being a parent, from the inside-out. Hope you enjoy this resource.
owl-brain? Uncontrollable “itch” Repetitive play-behaviours scratches the “itch” Rotation schema novelty What is an “itchy” update understanding Have you ever wondered why your toddler is obsessed with dropping food from the highchair or keep on turning the stove knobs? These repetitive behaviors (in kids under the age of 6) can all point to an “itchy” owl brain (play schemas) —It comes from their thinking part of their brain (the wise owl-brain) creating a developmentally normal, uncontrollable “itch” (urge/ drive) to help kids learn. Your child’s brain is a massive "meaning-making machine." At birth, they have billions of brain cells (neurons) but few connections between them. Every time they repeat these actions, they trigger neurons to fire together, building and strengthening neural pathways. These repetitive play behaviours literally wires their developing brain; building a mental blueprint of how the real world works (e.g. gravity, movement, and cause-and-effect, momentum, etc). Experiment with + test current understanding. Urge/ drive to understand. Creates curiosity. New info added.
THE "MISFIT" Have you ever tried to be creative with your toddler/ classroom and plan an exciting activity for the day (e.g. painting) and then it ends up being a complete flop. They might mix all the paint together or it ends up everywhere on them instead of the paper. This is because the child's brain might be developing a completely different schema than that which you intended the activity to be for. When this misfit occurs many grownups erroneously assume that the child is purposefully not following the rules/ not listening/ misbehaving, where instead it comes from an “itchy” owl brain. Here is how you can avoid the misfit: 1) identify their “itch” (play schema): Spend some time observing your child playing. Use the schema "cheat sheet" and map to try and identify + track the play schema that they are in. Sometimes they may be in more than one schema at the same time in the same day/ week. TIP: look for repetitive patterns of play that pop up in different contexts (for example, they may be repetitively throwing things, such as their food, toys or sand). 2) find their match: Match your activities up with their active “itch”/ schema. Use the schema activity pack for ideas about what play activities will interest them and boost their cognitive development based on their active schema(s). 3) create a "YES-SPACE": Little kids naturally have a big drive/ urge to learn through play. Unfortunately, not all things that they want to play with/ explore are safe/ appropriate options for little kids to explore. GOAL: Find a balance between house rules (what is safe/ not or may be played with/not) + provide them the space for free self-directed play and exploration. Create clear rules around things that are not to be played with (this is not a toy). Create a designated "YES SPACE" (an inside room/ section of a room/ outside) where your child can explore + play without you having to say NONONONONO all the time. Remove unsafe items/ things they cannot play with from the "YES- SPACE" to allow for safe + free play and exploration. Your “itchy” owl-brain guide to using the schema maps + activity pack:
how to redirect unsafe behaviour (with max impact): When your child is playing outside of their "YES SPACE", they will be tempted to explore unsafe/ non-toy items. Avoid distracting or punishing the behaviour, instead try redirecting it for max impact: (1) Protect: Always first make sure that their exploration is safe. Protect them from playing with unsafe items, by communicating very clearly what items are off limits as toys. Repeat the boundaries if they approach the same item. (2) Connect: Connect the brain “itch” (schema urge/ need) with their behaviour and help them know that you see the need/ “itch”, for example: "you want to spin or turn knobs, the oven is not a toy, come lets go find something you can spin/ turn". (3) Redirect: Then redirect them to another activity which will satisfy their specific owl-brain itch (schema urge) from the activity pack. All homes/ schools have different rules; pick redirection activities that fit your house/ school rules. help other caregivers understand your child’s growing owl-brain: When your child is spending time with other caregivers (school/ nanny/ grandparents) give them a heads-up about what owl-brain schema your child is working on and what behaviour they might expect. Now that you know about the itchy owl-brain, help them understand how they can help your child scratch this itch. For example, if your child is developing their trajectory schema (how things move through space) tell other caregivers that your child is in a throwing phase and share with them what redirection activities you have found helpful for responding to this behaviour. Your turn! Have fun mapping your child’s play behaviour. Browse through the activity pack section for loads of exciting redirection ideas for each owl-brain schema. Have fun playing!
1 2 3 4 5 6 7 8 9 “Itchy” Owl-Brain play schemas: C O N N E C T I O N s c h e m a Learning how objects connect + disconnect. E N V E L O P I N G s c h e m a Learning about separate versus same spaces. E N C L O S U R E + C O N T A I N M E N T s c h e m a Learning how objects/ themselves can disappear from sight, but still exist. Seeing things from a different point of view. O R I E N T A T I O N s c h e m a P O S I T I O N I N G s c h e m a R O T A T I O N s c h e m a T R A J E C T O R Y s c h e m a TRANSFORMATION s c h e m a TRANSPORTATION s c h e m a Exploring the relationship between things (i.e. categories, order, sequences, shape, symmetry + patterns). Exploring how things spin + turn. Exploring how things move (including their own + other people's body's). Exploring different ways of moving/ transporting objects + themselves. Exploring how stuff can transform/ change when you combine/ mix it.Cheat Sheet The urge to make connections (joining/ connecting/ tying objects together or closing things) and then to break the connection (i.e. destruction/disconnection)/ opening). The urge to separate objects by creating enclosures (e.g. building borders/ lines/ fences/ walls around objects or themselves, and to contain things/ themselves (e.g. filling up cups with water/ climbing into things). Urge to envelop/ cover/ hide objects or themselves from sight and then making them reappear (e.g. peek-a-boo) This is the foundation for building object permanence (helps with seperation anxiety) The urge to hang upside down/ peek through their own legs or climb on things view things from on-top-of or under things. They will have the urge to place objects next to each other in some form of arrangement/ pattern, exploring its’ differences/ similarities (colour, size, sequence). Urge to spin themselves in circles, twisting things, or drawing circles. Urge to throw/ drop/ roll stuff. May include the trajectory of own body by jumping off things or bumping into things. Interacting with things that are already moving, like putting hands under running water. The urge to experiment with combining, mixing or changing materials. E.g. mixing all their food and water at meals or enjoy mixing all the paint colors during art activities. The urge to move/ transport/ carry items (water, sand, food, toys, etc) from one place to another using their hands/ pockets/ bags/ boxes/ containers.
1 2 3 4 5 6 7 8 9 schema mappingMap/ identify the active schema(s) for your child/ children. This will help you track (daily/ weekly) which schema your child is busy developing + what play activities scratch their “itch” + keep them engaged. C O N N E C T I O N s c h e m a Making + breaking connections E N V E L O P I N G s c h e m a O R I E N T A T I O N s c h e m a P O S I T I O N I N G s c h e m a R O T A T I O N s c h e m a T R A J E C T O R Y s c h e m a TRANSFORMATION s c h e m a TRANSPORTATION s c h e m a Same Vs seperate boundaries. Visible VS invisible (both still exist) Seeing the world from different angles. Arranging things/ self. Spinning + turning things/ self. Experimenting with how things move. Transforming stuff/ self. Transporting stuff/ self. Who is working on which schema? E N C L O S U R E + C O N T A I N M E N T s c h e m a “Itchy” Owl-Brain