Infant Toddler Development Part 5 Early Brain Development

Infant & Toddler Development Part 5: Early Brain Development, Learning, & Mental Health Oklahoma Cooperative Extension Service Core In-Service November 25, 2008 10: 00 -11: 30 a. m. Debbie Richardson Parenting Assistant Extension Specialist Human Development & Family Science Oklahoma State University

Brain development starts early…. § n n Brain cells (neurons) form in first months of fetal development Born with 100 billion brain cells Enough brain cells to learn just about anything – no more are developed after birth 11. 25. 08 Infant-Toddler 5, D. Richardson 2

UNDERSTANDING THE BRAIN Motor area Sensory area Intellect, logic, reasoning Taste Language Speech Hearing Vision Balance Emotional Regulation 11. 25. 08 Infant-Toddler 5, D. Richardson 3

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Brain Connections n n n 15, 000 synaptic connections for each cell. Signals can be sent to other cells at speeds of more than 200 mph. Connections (synapses) grow and change as a result of stimulation from the environment. 11. 25. 08 Infant-Toddler 5, D. Richardson 5

Early Experiences are Crucial n n n 11. 25. 08 Infant-Toddler 5, D. Richardson Most brain cell connections are made in 1 st year. By age 3, 80% of synaptic connections are made. Connections decline after this time to age 10. During first 10 yrs, brain is twice as active as adults. Then growth levels off & pruning begins. 6

Use it or Lose it n n n What is not used is pruned. What is used develops stronger connections. Develops in “spurts” when the brain is best equipped to learn certain skills. 11. 25. 08 Infant-Toddler 5, D. Richardson 7

Human Brain at Birth 6 Years Old 14 Years Old

5 Days 2 Months 1 Year 28 Years 9

Early Brain Development n n n Behavioral and brain development are interrelated. Depends on interaction of many factors: genetics, experience, relationships, health, and nutrition (nature and nurture). 60% of nutrition is used by the brain during the first year --- decreases to 30% by age 3. 11. 25. 08 Infant-Toddler 5, D. Richardson 10

Early Brain Development n n Quality of relationships and experiences in first 3 years has deep and lasting impact on how the brain gets “wired”. Sets foundation for development in every aspect of life. Most developmental achievements occur naturally. Progresses in a non-linear fashion. 11. 25. 08 Infant-Toddler 5, D. Richardson 11

“Windows” of Learning § Periods when particular experiences are especially important or when some skills are more easily developed. § Typically moderate to long periods. § Some windows should not be missed… if so, opportunity to learn can be greatly diminished. 11. 25. 08 Infant-Toddler 5, D. Richardson 12

Brain Development: Windows of Opportunity n By age 2 – emotional control n By age 2 – social attachment n By age 5 – motor development n Birth to 10 years – language skills n Birth to 4 years – visual development n Birth to 4 years – math and logic skills n 3 to 10 years – music 11. 25. 08 Infant-Toddler 5, D. Richardson 13

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FOREBRAIN Cortex “Executive Center” MIDBRAIN Limbic “Emotional Center” HINDBRAIN Cerebellum & Brainstem “Alarm Center” Abstract thought Concrete thought Logic/Reasoning Affiliation Attachment Contextual Memory Sexual Behavior Emotional Reactivity Arousal Appetite/Satiety Motor Regulation Blood Pressure Sleep Temperature Heart Rate 15 Breathing

Brain Hemispheres Left side --- positive emotions, language, approaching new situations or ideas. Right side --- negative emotions, intense emotions, creativity. Right hemisphere has growth spurt in first 1½ years, and is dominant for first 3 years. Early attachment experiences may impact development of the right brain. Healthy right brain activity supports mental health throughout lifespan. 11. 25. 08 Infant-Toddler 5, D. Richardson 16

Deficits that occur in the early years may be overcome with later enrichment, though the process will likely be more difficult. Among the most important windows are those involving emotional and social development. Brain has plasticity and can recover time.

Two Basics the Developing Brain Needs n Safety n Positive Experiences 11. 25. 08 Infant-Toddler 5, D. Richardson 18

…on brain growth, development and behavior during pregnancy, infancy or early childhood: n Inadequate nutrition n Drugs n Alcohol n Toxins (smoking, lead, chemicals) 11. 25. 08 Infant-Toddler 5, D. Richardson 19

n n Lack of critical early nurturing Chaotic and cognitively impoverished environments n Pervasive physical threat n Watching violence n Early, frequent, and intense stress 11. 25. 08 Infant-Toddler 5, D. Richardson 20

Stress & Development n n When stressed, brain releases the chemical Cortisol. High levels of Cortisol can slow brain development and child may experience more cognitive, motor, and social delays. 11. 25. 08 Infant-Toddler 5, D. Richardson 21

A Safe Environment for Brain Development § Reduce stress by making child’s world safe, secure and responsive. § Remove any physical threats. § Responsive to crying. § Predictable daily routines. n Adequate nutrition & hydration. 11. 25. 08 Infant-Toddler 5, D. Richardson 22

Positive Experiences for Building the Young Brain n n n Loving care & touch Consistent, individual attention Everyday, simple activities Exposure to new experiences Understand child development Talking n n n Music Limit television Balance – pay attention to the whole child Read and respond to child’s cues One size doesn’t fit all Know child & what he/she is capable of doing 11. 25. 08 Infant-Toddler 5, D. Richardson 23

Stimulation n Overstimulation may result in frustration, stress, or withdrawal. Too many new experiences at once may be overwhelming and won’t help development. Child needs time to process what he/she has learned. 11. 25. 08 Infant-Toddler 5, D. Richardson 24

Learning n n Children with a secure bond to caregivers are more ready to learn. Children learn by doing. Fancy, expensive toys, videos, and flash cards are not necessary. Repetition in a variety of ways – modeling, actions, verbally, etc. 11. 25. 08 Infant-Toddler 5, D. Richardson 25

Language n n Children exposed to lots of language in reading, singing, and talking develop more neuron connections in the brain area that handles language. Children not involved in lots of verbal interaction have brains that are measurably less developed. 11. 25. 08 Infant-Toddler 5, D. Richardson 26

Thinking n n Exposure to lots of language is directly linked with advanced thinking skills. Toddlers understand can solve more difficult problems at a younger age than children in poor quality environments. 11. 25. 08 Infant-Toddler 5, D. Richardson 27

Physical Activity n n n Toddler brains thrive with the opportunity to climb, play, splash, and run. Exercise actually causes the parts of the brain that control movement to develop more neuron connections. For example, leaving a child in a playpen or in front of TV all day slows motor development. 11. 25. 08 Infant-Toddler 5, D. Richardson 28

Emotional Control n n Brain development helps determine a person’s emotional tendencies. Infants raised with inconsistent routines, changing caregivers, and stressful environments are more anxious, impulsive, may be less caring toward others, and have fewer problem-solving skills. 11. 25. 08 Infant-Toddler 5, D. Richardson 29

Infant/Early Childhood Mental Health • Synonymous with healthy social and emotional development. • Capacity to experience, regulate and express emotions. • Infant characteristics – biological influences, individual differences. • In various contexts within which caregiving takes place – social & cultural. • Focuses on unfolding infant-parent relationship. 11. 25. 08 Infant-Toddler 5, D. Richardson 30

What Science Tells Us • Early relationships have permanent effects on brain development, health, and later mental health. • Social-emotional and physical health are inseparable in the very early years. • Responsive caregiving can mediate the effects of some chronic health conditions, e. g. , prematurity, poverty. • Social and emotional development is strongly linked to success in school (and beyond). • Intervention can be effective; children and adults can recover. 11. 25. 08 Infant-Toddler 5, D. Richardson 31

7 Essentials for Early Development 1. Encourage exploration. 2. Mentor in basic skills. 3. Celebrate developmental advances. 4. Rehearse and extend new skills. 5. Protect from inappropriate disapproval, teasing, neglect, and punishment. 6. Communicate richly and responsively. 7. Guide and limit behavior; teach what is acceptable. (Ramey & Ramey, Right From Birth, 1999) 11. 25. 08 Infant-Toddler 5, D. Richardson 32

Wrap-up Questions Discussion In-service evaluation Follow-up Next Session Part 6: Influences & Outcomes, December 2 11. 25. 08 Infant-Toddler 5, D. Richardson 33

References n In addition to the provided resource materials listed on the in-service agenda, other reference materials used for this presentation are available upon request. 34