Brain: Early Development Early Learning and the Brain Development of Young Children with Disabilities #872.514 (61) Carol Ann Heath Revised 6.08.

Brain: Early Development

Early Learning and the Brain

Development of Young Children with Disabilities#872.514 (61)

Carol Ann Heath

Revised 6.08

Growth of a Brain Network At birth

50 trillion connections

Age 20 500 trillion connections

Ages 3 to 10 1000 trillion connections

Early Brain Process The brain’s task for the first 3 years is to

establish and reinforce connections with other neurons

Neurons mature when axons send messages and dendrites received them to form synapses

Role of Experience Repeated use strengthens brain

connections. If connections are not used, they are

“pruned” away. The brain “grows itself” for whatever

environment it experiences. Most of this experience-based growth

occurs in the cortex (the “executive brain”).

Early Childhood Resource Center

Experiences that Strengthen Connections Are frequent, regular, and predictable Occur in the context of a warm,

supportive relationship Are associated with positive emotion (fun,

excitement, humor, comfort) Involve several senses Are responsive to the child’s interests or

initiative

Early Childhood Resource Center

• Brain cells form in first months of fetal life

• Most brain cell connections are made in the 1st year

• Connections decline after this time to age ten

• The connections (synapses) grow and change as a result of stimulation from the environment

Connections are use dependent Connections develop in a hierarchical manner Deprivation leads to underdevelopment Early life experiences have an important role

in organizing the mature brain

USE ITor

LOSE IT!LOSE IT!

• The brain is not a single system

• Different parts of the brain control different functions

• Neurons react in response to signals from other parts of the brain, the body, or the environment

• Neurons store the information they react to in memory

• Different parts of the brain store information that is specific to the function of that part of the brain

• The brain stores information in a use dependent manner

Abstract thoughtLogicReasoning

AttachmentContextual MemorySexual BehaviorEmotional ReactivityAppetite/SatietyBlood PressureBody Temperature

Motor RegulationBalanceHeart RateBreathing

FOREBRAINCortex

“Executive Center”

MIDBRAINLimbic

“Emotional Center”

HINDBRAINCerebellum &

Brainstem“Alarm Center”

Prenatal: Inadequate nutrition Illegal drugs - alcohol Exposure to toxins Prescription drugs O-T-C drugs Stress

Lack of critical early life nurturing Chaotic and cognitively impoverished

environments Pervasive physical threat Watching violence get what it wants Seeing violence idealized on TV/movies

Early, frequent, and intense stress tunes the brain to set stress regulation mechanisms at high levels.

This often results in a child operating in a persisting fear state.

Normal and Chronic Stress

Chronic Stress

Alarm Relaxation

Increase in heart rate

Increase in blood pressure

Increase in breathing rate

Increase in muscle tone

Release of stored sugar

Hypervigilance

Tuning out of all non critical information

Calm Mild Anxiety Feeling Threatened Terror

abstract concrete emotional reactive reflexive

thinking thinking response response response

cortexlimbic

midbrain

brainstem

The greater the perceived threat, the more primitive the response

CEREBRALCORTEXCEREBRALCORTEX

LIMBIC SYSTEMLIMBIC SYSTEMBRAINSTEMBRAINSTEM

Under Any Type of Perceived Threat

(physical, intellectual or emotional)

The Brain:

loses ability to take in subtle clues

reverts to “tried & true” behaviors

becomes more automatic & overreactive

is less able to use “higher order” thinking skills

loses some memory capacity

Low levels = an adaptation to a threatening environment - impulsive, aggressive behavior

Normal levels = clear thinking, social success

High levels = response to an overwhelming environmental threat - fearfulness, anxiety, obsessive-compulsive

25% - 35% of abused children grow up to abuse their own offspring physically or sexually

40% of children who witness either parent striking the other will themselves become spouse beaters

over 1/2 of abused children experience emotional problems in adulthood

The Central Nervous System The CNS forms during the third week of

gestation The outer layer forms an elongated, shoe-

shaped body called the neural plate The plate becomes the neural fold The neural fold closes to form the neural

tube, looks like a a tube with a tail and head

Sequence of Human brain development 3-7 wks Neurulation

Neural tube formationProblems:meningomyelocele (spina bifida) anencephaly

2-3 months Prosencephalic development

Formation of face, cleavage of cerebral hemisphere & lateral ventriclesProblems:holoprosencephalytrisomy 13

3-4 months Neuronal proliferation

If division of embryonic neurons before migrationProblems:Microcephaly

3-5 months Neuronal migrationRadial migration in cortex and cerebellumProblems:Heterotopias

5 months-childhood Period of OrganizationGrowth of dendritic and axonal spines, synapses, glia, selective elimination of processesProblems:

Down syndrome, fragile X syndrome, inborn errors of metabolism, prematurity

Birth-18 months Myelination

Mature myelination of the CNSProblems:Periventricular leukomalacia, congenital hypothyroidism

Brain AnatomyWolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria,VA: ASCD.

The Cerebral Cortex Covers the cerebrum (Latin word for brain) Cortex (derived from the Latin word for bark)

resembles the bark of a tree Wrinkled and about ¼ inch thick 6 layers of cells, their dendrites, axons Different areas (lobes) of brain have different

functions

The Process of Learning Synapses make physical and chemical changes Neurons fire together and repeated firings

eventually result in automatic firings, and result in memory being formed

Capacity of the brain to store information is unlimited; 100 billion neurons, each with thousands of dendrites

Learning is the process by which we acquire knowledge and skills

Memory is the process by which we retain knowledge and skills for the future

School learning involves the acquisition of facts and information to build concepts that explain a body of knowledge

Implications for Disabilities Students with learning disabilities have difficulty

focusing, perceiving facts as a temporary effort

Retention is the process when long-term memory preserves information in a way that allows the memory to be located, identified and retrieved for future use.

UNDERSTANDING THE BRAIN

Intellect, logic, reasoning

Motor area Sensory area

Taste

Language

Vision

Balance

Speech

Hearing

Emotional Regulation

Occipital Lobes Located at the lower central back of the brain Primary brain centers for processing visual stimuli Also called the visual cortex Damage can lead to “cortical blindness”

Temporal Lobes On either side of the brain, just above the ears,

are the 2 temporal lobes that curve forward from the occipital lobes

Main function is to process auditory stimuli Composed of several subdivisions that manage

hearing, language, auditory memory Damage can result in aphasia, seizures Wernicke’s area

Parietal Lobes Aids in vision Integrates other stimuli, forming a gestalt

impression from various senses Within this lobe are distinct areas for visual,

auditory, touch, pain, smell, and temperature sensations

Associated with learning disabilities (visual perceptual problems) and ADHD

Frontal Lobes Occupy the largest part of the cortex (28%) Performs the most complex functions Located in the front of the brain Allows movement, thinking, planning, decision

making Allows conscious awareness of these thoughts

and actions

Brain Development 250,000 neurons are added every minute At birth, almost all the neurons that the brain will

ever need are present Brain continues to grow for a few years after birth At 2 years, the brain is about 80% of the adult

size

The Specifics of the Brain During Development The nervous system develops from embryonic

tissue called the ectoderm Neural plate- seen at about the 16th day of

development “Trench” is formed in the neural plate, creating

the neural groove By 21st day of development, neural tube formed

Brain development The rostral (front) part of the neural tubes goes

on to develop into the brain The rest of the neural tube develops into the

spinal cord. 3 major brain areas are formed By end of 7th week, these 3 areas divide again

through encephalization process

Average Brain WeightsAge Brain Weight

20 wks 100 gBirth 400 g18 months 800 g3 years 1100 gAdult 1300-1400 gSource: Neuroscience for Kids- Brain Development

Critical Periods

Critical periods represent a narrow window of time during which a specific part of the body is most vulnerable to the absence of stimulation or to environmental influences.

Human Environmental Science Publication GH6115, August 1, 2001

Sensitive PeriodsSensitive periods are the broad windows of opportunity for certain types of learning. Sensitive periods represent a less precise and often longer period of time when skills, such as acquiring a second language, are influenced.

Human Environmental Science Publication GH6115, August 1, 2001

Early Brain Development Research Does Not….

Support early emphasis on academic skills

Support the idea that more stimulation will result in smarter babies

Indicate that parents need specialized skills to meet their children’s needs

Early Brain Development Research Does…. Support an emphasis on nurturing and early

relationships Indicate that early experiences influence which

brain connections are kept and which are pruned away

Indicate that optimal brain development requires consistent, responsive, and affectionate caregiving

...Reports

Highlighted the need for the adoption of evidence based practices that support young children’s social and emotional competence and prevent/decrease the occurrences of challenging behavior Surgeon General’s Report on Children’s Mental Health,

2000 Off to a Good Start, 2000 Neurons to Neighborhoods, 2001

The Challenge

Aggression in young children is escalating - and is evident among younger and younger children (Campbell, 1990, 1991; Webster-Stratton, 1991, 1998)

Recent studies have reported that 10-25% of preschool children display challenging behavior in the clinical ranges (Jones-Harden, 2000; Joseph, 2001; Webster-Stratton, 1998)

Why Promote Emotional Intelligence?

Increase social and academic readiness of all children

Provide early violence prevention for those children at risk

What Is Emotional Intelligence? Term first used by researchers Mayer & Salovey

in 1990 Concept popularized by Daniel Goleman’s 1995

best seller, Emotional Intelligence: Why It Can Matter More than IQ

Media quickly coined the term “EQ”

Components of Emotional Intelligence

Recognizing & expressing one’s own emotions Emotional & behavioral self-regulation Empathy with others’ feelings Maintaining optimism & motivation

BrainstemBrainstem““alarm center”alarm center”

CorticalCortical““executive center”executive center”

LimbicLimbic““emotional center”emotional center”

Abstract thoughtLogicReasoning

AttachmentContextual MemorySexual BehaviorEmotional ReactivityAppetite/SatietyBlood PressureBody Temperature

Motor RegulationBalanceHeart RateBreathing

Adapted from the Program for Infant/Toddler Caregivers

Limbic System

Developed and functioning at birth “Emotional” brain - actually the front line

of processing basic survival emotions Interactive structures include

Amygdala Hypothalamus Hippocampus

Amygdala

The “sentry” of the brain screens all incoming data

Records and stores emotional tone of memories red flags emotions related to survival

Sends out the alert for fear or aggression

Hypothalamus

Control center for many body functions Coordinates the “fight or flight” response

alerts the sympathetic nervous system triggers the release of epinephrine and

cortisol (through the pituitary and adrenal glands)

Hippocampus

Involved in memory formation One target of the stress hormone cortisol May shrink in response to chronic stress &

depressive disorders Result of excessive cortisol?

Cerebral Cortex

The “strategist” to the amygdala’s “sentry”

Cortex enables us to be consciously aware of emotions and plan how to handle them

Cortex forms most of its brain connections after birth

Frontal Cortex

Influenced by attachment and other social interactions

Grows most rapidly from 8 months to 5 years

Inhibits impulsive action on messages sent by the limbic system

Two Faces of the Frontal Cortex Left frontal lobe

Appears to process “approach” emotions (curiosity, joy)

Right frontal lobe Appears to process “withdrawal” emotions

(anxiety, sadness) Rich and functional emotional life requires

balance of the two

Prefrontal Cortex Located behind the forehead Last area of the brain to finish

developmental process (through adolescence)

Abstract thinking problem-solving predicting consequences using language for self-understanding

Emotional Intelligence: Road Map in the Brain Managing emotions involves promoting effective

connections between the structures of the limbic system & the cortex

Become aware of emotions, then decide how to act, or not act, on them

These skills only begin in preschool years - continue developing actively through adolescence

Effects of Laughter

3 minutes of laughing increases Infection-fighting chemicals Natural killer cells that destroy abnormal cells Plasma interferon which enhances the immune system Cells that attack tumor cells and viruses Antibodies that fight respiratory infections B-cells that cluster near lymph nodes and produce

antibodies that fight harmful microorganisms

Berk, 1989

Positive Mood

Boosts immune system defenses

Lowers heart rate Lowers blood

pressure

Laugh More…Live LongerThe “Nun Study”

Danner & Snowdon, 2001

Optimism and positive Optimism and positive emotions expressed in early emotions expressed in early 20’s predicted longevity six 20’s predicted longevity six decades later!decades later!

Emotions are “Contagious”…and human connections serve a central role People in groups laugh 30 times as often

as people alone The average toddler returns between 60 to

80% of his caregiver’s smiles

Zanolli, Saudargas, & Twardoz, 1990;1997

Brain-based Discipline

Two complementary approaches Calming the stress response system limbic

functions Strengthening inhibition and coping skills

cortical functions

Cortical Skills That Help Us Cope with Difficult Situations Recognizing and expressing our emotions

(through language) Emotional self-regulation Behavioral self-regulation Empathy and perspective-taking Maintaining optimism and motivation

Early Childhood Resource Center

Frontal Cortex

Influenced by attachment and other social interactions

Grows most rapidly from 8 months to 5 years

Inhibits impulsive action on messages sent by the limbic system

Brain-based Discipline Self-regulation involves promoting

effective connections between the structures of the limbic system & the cortex

Become aware of emotions, then decide how to act, or not act, on them

These skills only begin in preschool years - continue developing actively through adolescence

Traditional Brain-based

Shifting Our Viewpoint

Behavior problems interfere with the curriculum

Difficult emotions and behaviors are the curriculum for self-regulation

Adults engage in Adults engage in “mutual regulation” “mutual regulation” with children with children

Adults “manage” Adults “manage” children’s behavior children’s behavior through praise or through praise or punishmentpunishment

Traditional Brain-based

Shifting Our Viewpoint

Specific “behavior management” techniques are central

Your relationship with the child is central

Focus on emotional Focus on emotional andand behavior behavior regulationregulation

Focus on Focus on appropriate and appropriate and inappropriate inappropriate behaviorbehavior

Traditional Brain-based

Shifting Our Viewpoint

If one child hurts another, focus on consequences for perpetrator

If one child hurts another, focus on empathy and reparation

Focus on Focus on relationships and relationships and how to nurture themhow to nurture them

Focus on individual Focus on individual child behavior child behavior

Catharsis Theory of Anger Management

Encourage child to get anger “out”

Research indicates this approach increases future aggression

Brain is “practicing” physical aggression rather than calming emotion or inhibiting impulses

School Readiness Skills emotional self-regulation behavioral self-regulation empathy and perspective-taking communicating needs, desires, & interests in

a prosocial way understanding cause & effect sequences interest, motivation, persistence

Early Childhood Resource Center

Multisensory Environment Smells Lighting Colors Sounds Texture Food and drinks

Importance of Prenatal Period The number of neurons and organization is

determined by heredity (Jabs, 1996) During 3rd week of pregnancy, neural rube

develops, producing neurons which store and transmit information

By end of second trimester, process is complete for the lifetime but neurons are not designated to perform specific tasks

Following Birth While newborns are born with all their neurons,

following birth a new phase begins after birth– wiring phase (Nash, 1997)

Most important factor in developing connections is stimulation, or repeated experience (use or lose)

Early Literacy Early language and literacy (reading and writing)

development begins in the first 3 yrs of life (Marie Clay, educator)

Interactions with literacy materials, such as books, paper, crayons, adults in their lives

Gain significant knowledge of language, reading and writing before school (develop in real settings, authentic learning)

Early Literacy Behaviors

Book handling behaviors Looking and recognizing Picture and story completion Story and reading behaviors

Literacy & Disabilities Experience literacy at a lower level than non-

disabled Interaction of the social environment and the

child’s contributions Expectations lower for children with disabilities Fewer opportunities to develop early literacy

skills

(Saint-Laurent, L., Giasson, J., Couture, C. (1998). Emergent literacy and intellectual disabilities. Journal of Early Intervention, 21(3), 267-281)

Infants can… Recognize their caregiver’s voice Hear different sounds, pitches & tonal

characteristics of speech Experience the way you look into their eyes Benefit from cuddling and touch to assist in

release of hormones for growth See objects and caregivers; at 4 mos. interested

in books

Poverty & Brain Development One in four (24%) of America’s children <3 live in

poverty

2.8 mil children live in poverty and are affected by poor nutrition, substance abuse, trauma, violence

Additional Source: David A. Sousa How The Special Needs Brain Learns. Corwin Press, 2007.