We know from a pretty large body of research
that early adversity affects the development
of prefrontal cortex, the very front of the brain that's
really important for goal-directed behavior--
more specifically, for executive functioning.
And so my thinking was that we want
to try to target very early the development
of this important brain region.
When I started to partner with Childhaven,
that was a really fantastic opportunity
to try to put these ideas into practice.
And so we developed a preschool classroom game playing
intervention where we were able to compare classroom games as
usual, or activities as usual, with a very structured,
20-week program that involved scaffolding and building
higher and higher level, rule-guided behavior
through play.
When we started the games, our kids
played the games every single day after lunch time.
They all got to have a turn.
We have a "helper day" chart in our room.
And so whoever's helper day that was,
those are the two kids that got to lead the games.
So the game playing, what we thought about
was how to increase the executive functioning skills,
and really specifically more about cognitive development.
And Sylvia Bunge gave us an array
of different kinds of games.
So we looked at the 10-week time period.
That was the dosage.
And we chose five games.
And there was one game every two weeks.
What we found was that as a group overall,
the children who were engaged in the executive function
game playing actually improved on several measures
of executive functioning at the very end.
Interestingly, when we looked more closely at the data,
it turned out that there was a subgroup of kids who improved,
and other kids who didn't improve.
And we wanted to better understand
why that is, what differentiated those kids.
And it turned out that the kids who had pretty good attentional
focusing skills at the beginning of the intervention
were the ones who were able to take advantage of the game
playing and show bigger improvements
in cognitive flexibility, which is a higher order skill.
And so we took from that this idea that it may be that first,
children need to have a sufficiently good ability
to just focus on a specific rule, a specific task
to be able to then graduate to the next level of being
able to switch flexibly between tasks.
And so with that insight in mind,
we thought about ways that we might
be able to intervene earlier on with children
who don't have good attentional focusing skills.
And we learned about some research
that a colleague named Phil Zelazo was
doing at the University of Minnesota
where he had shown that mindfulness meditation
practice in preschoolers, also disadvantaged preschoolers,
was beneficial for attention.
We thought, why don't we try to meld together
his mindfulness meditation training
with our executive function game playing training.
So we then did another iteration at Childhaven
where we put the two together.
And here, what was interesting was that all the staff ended up
implementing it in a pretty different way
across classrooms.
And it turned out that there was only one classroom that
showed really nice benefits.
And this was Angie's classroom.
Well, we used the chime, the chimer.
And we would-- my kids would once a week hit the chimer,
and it went off.
We would start out counting loud,
and we went from loud to soft.
And most of the time, majority of the time,
we would get to 15.
And so I started using it more than just clean up time.
I would use it when it's time to go outside,
lunch time, different times in my classroom,
would help get their attention and make my room a little more
easier to come together.
We got Angie on the phone, and we just
pumped her for information about what
was her secret to her success.
And of course part of it is that she's a very skilled teacher.
But was there anything else?
And one of the things that we noticed
was that she just took one of the mindfulness practices,
which was using a chime and using it to transition
throughout the day.
And she also just played a specific game
with children for a whole week, and then transitioned
to the next game, and then the next game, rather
than just doing a jumble.
And we think that that could have
been one of the key ingredients, is
to allow children to build on their skills
over the course of a week, but then switching to another game
so they don't get bored.
When we talk about breakthrough outcomes,
I think we made a good stride in our first round of 20 weeks.
But our second one wasn't as successful in that way.
And then we looked at the data to find out why,
which we have some good information about that.
There's a lot of intervention research out there
that has pretty minimal effects.
Group effects that are not that impressive overall.
And if we really want to take this to the next level
and show maximal impact, we need to understand
for whom and why a particular intervention is working.
And for that, we really need to look at the individual child
level.
And then eventually, we need to be
able to look at children at a first pass, and be able to say,
OK, this child would benefit more from intervention A.
This other one would benefit more from intervention B.
There's not going to be a one size fits all.
And so we've found it extremely valuable
to be able to look at that level of detail.