infant & toddler development part 5: early brain development, learning, & mental health...

Infant & Toddler DevelopmentInfant & Toddler DevelopmentPart 5: Early Brain Development, Part 5: Early Brain Development,

Learning, & Mental HealthLearning, & Mental Health

Oklahoma Cooperative Extension ServiceOklahoma Cooperative Extension ServiceCore In-Service Core In-Service

November 25, 2008 November 25, 2008 10:00-11:30 a.m.10:00-11:30 a.m.

Debbie RichardsonParenting Assistant Extension SpecialistHuman Development & Family Science

Oklahoma State University

Introduction

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WelcomeWelcome

Centra InstructionsCentra Instructions

Overview of In-serviceOverview of In-service

Resource MaterialsResource Materials

In-Service Objective

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Extension Educators will be able Extension Educators will be able to to

identify the critical structures, identify the critical structures, progression and support of brain progression and support of brain

development, learning, and development, learning, and mental health in infants and mental health in infants and

toddlers. toddlers.

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Brain development Brain development starts early….starts early….

Brain cells (neurons) form in Brain cells (neurons) form in first months of fetal first months of fetal developmentdevelopment

Born with 100 billion brain Born with 100 billion brain cells cells

Enough brain cells to learn Enough brain cells to learn just about anything – no just about anything – no more are developed after more are developed after birthbirth

11.25.08 Infant-Toddler 5, 11.25.08 Infant-Toddler 5, D.RichardsonD.Richardson

UNDERSTANDING THE BRAIN

Intellect, logic, reasoning

Motor area Sensory area

Taste

Language

Vision

Balance

Speech

Hearing

Emotional Regulation

5511.25.08 Infant-Toddler 5, 11.25.08 Infant-Toddler 5,

D.RichardsonD.Richardson

Brain ConnectionsBrain Connections

15,000 synaptic 15,000 synaptic connections for each connections for each cell.cell.

Signals can be sent to Signals can be sent to other cells at speeds of other cells at speeds of more than 200 mph.more than 200 mph.

Connections (synapses) Connections (synapses) grow and change as a grow and change as a result of stimulation from result of stimulation from the environment.the environment.

11.25.08 Infant-Toddler 5, 11.25.08 Infant-Toddler 5, D.RichardsonD.Richardson 77

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Early Experiences are Early Experiences are CrucialCrucial Most brain cell connections Most brain cell connections

are made in 1st year.are made in 1st year.

By age 3, 80% of synaptic By age 3, 80% of synaptic connections are made.connections are made.

Connections decline after Connections decline after this time to age 10.this time to age 10.

During first 10 yrs, brain is During first 10 yrs, brain is twice as active as adults.twice as active as adults.

Then growth levels off & Then growth levels off & pruning begins.pruning begins.


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Use it or Lose itUse it or Lose it

What is not used is pruned.What is not used is pruned.

What is used develops What is used develops stronger connections.stronger connections.

Develops in “spurts” when Develops in “spurts” when the brain is best equipped the brain is best equipped to learn certain skills.to learn certain skills.


Human Human Brain Brain

at Birthat Birth6 Years 6 Years

OldOld

14 14 Years Years OldOld

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5 Days5 Days 2 2 MonthsMonths

1 Year1 Year 28 Years28 Years

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Early Brain DevelopmentEarly Brain Development

Behavioral and brain development are Behavioral and brain development are interrelated.interrelated.

Depends on interaction of many factors: Depends on interaction of many factors: genetics, experience, relationships, health, genetics, experience, relationships, health, and nutrition (nature and nurture). and nutrition (nature and nurture).

60% of nutrition is used by the brain during 60% of nutrition is used by the brain during the first year --- decreases to 30% by age 3.the first year --- decreases to 30% by age 3.


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Early Brain DevelopmentEarly Brain Development Quality of relationships and experiences Quality of relationships and experiences

in first 3 years has deep and lasting in first 3 years has deep and lasting impact on how the brain gets “wired”.impact on how the brain gets “wired”.

Sets foundation for development in Sets foundation for development in every aspect of life.every aspect of life.

Most developmental achievements Most developmental achievements occur naturally.occur naturally.

Progresses in a non-linear fashion.Progresses in a non-linear fashion.


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““Windows” of LearningWindows” of Learning Periods when particular experiences Periods when particular experiences

are especially important or when are especially important or when some some

skills are more easily developed.skills are more easily developed.

Typically moderate to long periods.Typically moderate to long periods.

Some windows should not be Some windows should not be missed…missed…

if so, opportunity to learn can be if so, opportunity to learn can be greatly diminished.greatly diminished.


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Brain Development:Brain Development:Windows of OpportunityWindows of Opportunity

By age 2 – emotional controlBy age 2 – emotional control

By age 2 – social attachmentBy age 2 – social attachment

By age 5 – motor developmentBy age 5 – motor development

Birth to 10 years – language skillsBirth to 10 years – language skills

Birth to 4 years – visual developmentBirth to 4 years – visual development

Birth to 4 years – math and logic skillsBirth to 4 years – math and logic skills

3 to 10 years – music 3 to 10 years – music 11.25.08 Infant-Toddler 5, 11.25.08 Infant-Toddler 5,


Abstract thoughtAbstract thoughtConcrete thoughtConcrete thoughtLogic/ReasoningLogic/ReasoningAffiliationAffiliation

AttachmentAttachmentContextual MemoryContextual MemorySexual BehaviorSexual BehaviorEmotional ReactivityEmotional ReactivityArousalArousalAppetite/SatietyAppetite/SatietyMotor RegulationMotor Regulation

Blood PressureBlood PressureSleepSleepTemperatureTemperatureHeart RateHeart RateBreathingBreathing

FOREBRAINCortex

“Executive Center”

MIDBRAINLimbic

“Emotional Center”

HINDBRAINCerebellum &

Brainstem“Alarm Center”

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Brain HemispheresBrain HemispheresLeft 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.


DDeficits that occur in the early years may eficits that occur in the early years may be overcome with later enrichment, be overcome with later enrichment,

though the process will likely be more though the process will likely be more difficult.difficult.

Among the most important windows are Among the most important windows are those involving emotional and social those involving emotional and social

development.development.

Brain has Brain has plasticity and can recover over and can recover over time.time.

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Two Basics the Two Basics the Developing Brain NeedsDeveloping Brain Needs

SafetySafety

Positive ExperiencesPositive Experiences


……on brain growth, development and on brain growth, development and behavior during pregnancy, infancy behavior during pregnancy, infancy or early childhood:or early childhood:

Inadequate nutritionInadequate nutrition Drugs Drugs AlcoholAlcohol Toxins (smoking, lead, chemicals)Toxins (smoking, lead, chemicals)



Lack of critical early nurturingLack of critical early nurturing

Chaotic and cognitively Chaotic and cognitively impoverished environmentsimpoverished environments

Pervasive physical threatPervasive physical threat

Watching violence Watching violence

Early, frequent, and Early, frequent, and

intense stressintense stress2222


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Stress & DevelopmentStress & Development

When stressed, brain When stressed, brain releases the chemical releases the chemical Cortisol.Cortisol.

High levels of Cortisol can High levels of Cortisol can slow brain development slow brain development and child may experience and child may experience more cognitive, motor, more cognitive, motor, and social delays.and social delays.


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A Safe Environment for A Safe Environment for Brain DevelopmentBrain Development

Reduce stress by making child’s world Reduce stress by making child’s world safe, secure and responsive.safe, secure and responsive.

Remove any physical threats.Remove any physical threats.

Responsive to crying.Responsive to crying.

Predictable daily routines.Predictable daily routines.

Adequate nutrition & hydration.Adequate nutrition & hydration.


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Positive Experiences forPositive Experiences forBuilding the Young BrainBuilding the Young Brain

Loving care & touchLoving care & touch Consistent, individual Consistent, individual

attentionattention Everyday, simple Everyday, simple

activities activities Exposure to new Exposure to new

experiencesexperiences Understand child Understand child

developmentdevelopment TalkingTalking

MusicMusic Limit televisionLimit television Balance – pay attention Balance – pay attention

to the whole childto the whole child Read and respond to Read and respond to

child’s cueschild’s cues One size doesn’t fit allOne size doesn’t fit all Know child & what Know child & what

he/she is capable of he/she is capable of doingdoing


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StimulationStimulation

Overstimulation may result in frustration, Overstimulation may result in frustration, stress, or withdrawal.stress, or withdrawal.

Too many new experiences at once may Too many new experiences at once may be overwhelming and won’t help be overwhelming and won’t help development.development.

Child needs time to process what he/she Child needs time to process what he/she has learned.has learned.


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LearningLearning Children with a secure bond to Children with a secure bond to

caregivers are more ready to learn.caregivers are more ready to learn.

Children learn by doing.Children learn by doing.

Fancy, expensive toys, videos, and flash Fancy, expensive toys, videos, and flash cards are not necessary. cards are not necessary.

Repetition in a variety of ways Repetition in a variety of ways – – modeling, actions, verbally, etc.modeling, actions, verbally, etc.


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LanguageLanguage Children exposed to lots of language in Children exposed to lots of language in

reading, singing, and talking develop more reading, singing, and talking develop more neuron connections in the brain area that neuron connections in the brain area that handles language.handles language.

Children not involved in lots of verbal Children not involved in lots of verbal interaction have brains that are measurably interaction have brains that are measurably less developed.less developed.


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ThinkingThinking

Exposure to lots of language is Exposure to lots of language is directly linked with advanced directly linked with advanced thinking skills. thinking skills.

Toddlers understand and can Toddlers understand and can solve more difficult problems solve more difficult problems at a younger age than children at a younger age than children in poor quality environments.in poor quality environments.


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Physical ActivityPhysical Activity Toddler brains thrive with the Toddler brains thrive with the

opportunity to climb, play, splash, opportunity to climb, play, splash, and run. and run.

Exercise actually causes the parts Exercise actually causes the parts of the brain that control of the brain that control movement to develop more movement to develop more neuron connections. neuron connections.

For example, leaving a child in a For example, leaving a child in a playpen or in front of TV all day playpen or in front of TV all day slows motor development.slows motor development.


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Emotional ControlEmotional Control Brain development helps Brain development helps

determine a person’s determine a person’s emotional tendencies. emotional tendencies.

Infants raised with inconsistent Infants raised with inconsistent routines, changing caregivers, routines, changing caregivers, and stressful environments are and stressful environments are more anxious, impulsive, may more anxious, impulsive, may be less caring toward others, be less caring toward others, and have fewer problem-and have fewer problem-solving skills.solving skills.


Infant/Early Childhood Infant/Early Childhood Mental HealthMental 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.

What Science Tells UsWhat 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.

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7 Essentials for 7 Essentials for Early DevelopmentEarly 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, 11.25.08 Infant-Toddler 5, D.RichardsonD.Richardson

Wrap-up


Questions

Discussion

In-service evaluation

Follow-up

Next Session Part 6: Influences & Outcomes, December 2

References

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

infant & toddler development part 5: early brain development, learning, & mental health...

Documents

brain cell connections

human brain

brain intellect

support of brain development

richardson slide

synaptic connections

connections decline

connections synapses