Brain Development Brain Development In Infants and ToddlersIn Infants and Toddlers

Developed by J. Ronald Lally. © 2013, WestEd, The Program for Infant/Toddler Care. This document may be reproduced for educational purposes.

Intellect, Logic, Reasoning

Motor AreaSensory area

Taste

Language

Vision

Balance

Speech

Hearing

Emotional Regulation

Small Group Question:Small Group Question:

What do you think would be most What do you think would be most important for infant care teachers and important for infant care teachers and families with infants and toddlers to know families with infants and toddlers to know about early brain development?about early brain development?

Please write one statement.Please write one statement.

Image: www.brainconnection.com© 1999 Scientific Learning Corporation

Section One:Section One: Brain ArchitectureBrain Architecture

Gene / Environment Gene / Environment InteractionInteraction

Environments can Environments can influence genes as they influence genes as they release. Their intensity can release. Their intensity can either reduce or increase either reduce or increase genetically based risks.genetically based risks.

Abstract ThoughtLogicReasoning

AttachmentContext MemorySexual BehaviorEmotion ReactivityAppetite/SatietyBlood PressureBody Temperature

Motor RegulationBalanceHeart RateBreathing

FOREBRAINCortex

“Executive Center”

MIDBRAINLimbic

“Emotional Center”

HINDBRAINCerebellum &

Brainstem“Alarm Center”

Hierarchy of Brain Hierarchy of Brain DevelopmentDevelopment

Brain Architecture is Brain Architecture is Built Over TimeBuilt Over Time

• Brain development progresses in a hierarchical, Brain development progresses in a hierarchical, “bottom-up” sequence, with advanced skills built on “bottom-up” sequence, with advanced skills built on more basic capabilities. more basic capabilities.

• As it develops, the quality of brain architecture As it develops, the quality of brain architecture establishes a sturdy or weak foundation for learning establishes a sturdy or weak foundation for learning and behavior.and behavior.

• Brain circuits consolidate with increasing age, making Brain circuits consolidate with increasing age, making them more difficult to rewire.them more difficult to rewire.

• The timetable of brain plasticity varies: it is narrow for The timetable of brain plasticity varies: it is narrow for basic sensory abilities, wider for language, and basic sensory abilities, wider for language, and broadest for cognitive and social-emotional skills.broadest for cognitive and social-emotional skills.

Prenatal DevelopmentPrenatal Development

(Eliot, 1999)

The nervous system The nervous system begins to develop just begins to develop just before the third week of before the third week of gestation.gestation.

Cell creation and Cell creation and movement to the right movement to the right spots occur during the spots occur during the first five prenatal first five prenatal months.months.

Brain Size: 25% at Birth; 90% Brain Size: 25% at Birth; 90% Age 5 Age 5

Talking Reasonably and Responsibly about Early Brain Development, University of Minnesota

Early Risk FactorsEarly Risk Factors

Prenatal:Prenatal:

Poor nutritionPoor nutrition

Pregnancy Pregnancy complicationscomplications

AlcoholAlcohol

Prescription, O-T-C, & Prescription, O-T-C, & illegal drugsillegal drugs

Exposure to toxinsExposure to toxins

StressStress

Parental depressionParental depression

Birth & First MonthsBirth & First Months

Poor NutritionPoor Nutrition

Delivery complicationsDelivery complications

Neurological insultNeurological insult

Exposure to toxins Exposure to toxins

Difficult temperament/ Difficult temperament/ hyperactivity/attention/hyperactivity/attention/

impulsivity problemsimpulsivity problems

StressStress

Parental depressionParental depression

Thompson, R. A., & Nelson, C. A. (2001). Developmental science and the media: Early brain development. American Psychologist, 56(1), 5-15.

Months Years Decades

ExperienceExperiencecreates creates

ExpectationExpectationwhich alterswhich alters

PerceptionPerception

““Culture influences every Culture influences every aspect of human aspect of human development and is reflected development and is reflected in childrearing beliefs and in childrearing beliefs and practices designed to practices designed to promote healthy adaptation.” promote healthy adaptation.”

Core Concept #2 “From Neurons to Neighborhoods”Core Concept #2 “From Neurons to Neighborhoods”National Academy of Sciences, 2000National Academy of Sciences, 2000

What Synapse Loss MeansWhat Synapse Loss Means

““Learning Windows”Learning Windows”

Impact of Emotional and Intellectual ExperiencesImpact of Emotional and Intellectual Experiences

Proven Ways to Facilitate LearningProven Ways to Facilitate Learning

Early & Second Language Learning in U.S.Early & Second Language Learning in U.S.

Key Issues Often Key Issues Often MisinterpretedMisinterpreted

Section Two:Section Two:Understanding and Understanding and Dealing with StressDealing with Stress

Image: www.brainconnection.com© 1999 Scientific Learning Corporation

Positive StressPositive Stress

• Refers to moderate, short-lived stress responses, Refers to moderate, short-lived stress responses, such as brief increases in heart rate or mild changes such as brief increases in heart rate or mild changes in stress hormone levels. Learning to adjust to it is in stress hormone levels. Learning to adjust to it is an essential feature of healthy development. an essential feature of healthy development. Examples: meeting new people, getting an Examples: meeting new people, getting an immunization, entering child care.immunization, entering child care.

• Events that provoke positive stress tend to be those Events that provoke positive stress tend to be those that a child can learn to control and manage well that a child can learn to control and manage well with the support of caring adults and which occur with the support of caring adults and which occur against the backdrop of generally safe, warm, and against the backdrop of generally safe, warm, and positive relationships. positive relationships.

National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

Tolerable StressTolerable Stress

• Refers to stress responses that could disrupt brainRefers to stress responses that could disrupt brain architecture, but generally occur within a time-architecture, but generally occur within a time-limited period and are buffered by supportive limited period and are buffered by supportive relationships that facilitate adaptive coping. These relationships that facilitate adaptive coping. These conditions usually give the brain an opportunity to conditions usually give the brain an opportunity to recover from potentially damaging effects. recover from potentially damaging effects.

• Examples of stressors include death, a serious Examples of stressors include death, a serious illness of a loved one, a frightening injury, divorce.illness of a loved one, a frightening injury, divorce.

National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

Toxic StressToxic Stress

• Refers to strong and prolonged activation of the Refers to strong and prolonged activation of the body’s stress management systems in the absence body’s stress management systems in the absence of the buffering protection of adult support, disrupts of the buffering protection of adult support, disrupts brain architecture and leads to stress management brain architecture and leads to stress management systems that respond at relatively lower thresholds, systems that respond at relatively lower thresholds, and increases the risk of stress-related physical and and increases the risk of stress-related physical and mental illness.mental illness.

• Examples of stressors include extreme poverty, Examples of stressors include extreme poverty, physical or emotional abuse, chronic and serious physical or emotional abuse, chronic and serious neglect, enduring maternal depression, family neglect, enduring maternal depression, family violence.violence.

National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

Tolerable and Toxic Tolerable and Toxic StressStress

Alarm, Alarm

AlarmRelaxation

The Brain:The Brain:

loses ability to take in subtle clues loses ability to take in subtle clues

reverts to “tried & true” behaviorsreverts to “tried & true” behaviors

becomes more automatic & over-reactivebecomes more automatic & over-reactive

is less able to use “higher order” thinking skillsis less able to use “higher order” thinking skills

loses some memory capacityloses some memory capacity

Under Any Type of Under Any Type of Perceived ThreatPerceived Threat

(physical, intellectual or emotional)

Increase in heart rateIncrease in heart rate

Increase in blood pressureIncrease in blood pressure

Increase in breathing rateIncrease in breathing rate

Increase in muscle toneIncrease in muscle tone

Release of stored sugarRelease of stored sugar

Hyper-vigilanceHyper-vigilance

Tuning out of all non-critical informationTuning out of all non-critical information

The Body’s Response The Body’s Response to Stress to Stress

Chemicals in the BrainChemicals in the Brain

The capacity to deal with stress is controlled by a The capacity to deal with stress is controlled by a set of highly interrelated brain circuits and set of highly interrelated brain circuits and hormonal systems that are specifically designed to hormonal systems that are specifically designed to deal adaptively with environmental challenges. deal adaptively with environmental challenges. When an individual feels threatened, stress When an individual feels threatened, stress hormones are produced that convert the physical hormones are produced that convert the physical or emotional stress into chemical signals that are or emotional stress into chemical signals that are sent throughout the body as well as to the brain. sent throughout the body as well as to the brain.

National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

Kills brain cellsKills brain cells

Reduces number of cell connectionsReduces number of cell connections

Shrinks hippocampusShrinks hippocampus

Impairs selective attentionImpairs selective attention

Impairs thinkingImpairs thinking

Creates anxious behaviorCreates anxious behavior

CortisolCortisol

High levels trigger over-arousal and High levels trigger over-arousal and tendency toward impulsive, hot-blooded tendency toward impulsive, hot-blooded acts of violence.acts of violence.

Noradrenalin: An Alarm Noradrenalin: An Alarm HormoneHormone

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

Normal levels = clear thinking, social Normal levels = clear thinking, social successsuccess

Serotonin: An Impulse Serotonin: An Impulse ModulatorModulator

Small Group Questions:Small Group Questions:

1.1. How can child care programs (center-based and How can child care programs (center-based and FCC) support the experience of positive stress? FCC) support the experience of positive stress?

2.2. How can child care programs help children cope with How can child care programs help children cope with tolerable stress?tolerable stress?

3.3. How can child care programs avoid exposing infants How can child care programs avoid exposing infants to toxic stress while in care?to toxic stress while in care?

4.4. How can your program support infants who are How can your program support infants who are experiencing toxic stress outside the child care experiencing toxic stress outside the child care program?program?

Section Three:Section Three:Nurturing Relationships & Nurturing Relationships &

the Brainthe Brain

Neurodevelopmental Neurodevelopmental Disorders When To Be Disorders When To Be

Watchful Watchful Social isolationSocial isolation

Lack of eye contactLack of eye contact

Absence of empathyAbsence of empathy

Poor language capacityPoor language capacity

Lack of sensitivity to social surroundingLack of sensitivity to social surrounding

Frequency of extreme aversion to certain Frequency of extreme aversion to certain stimuli –sounds, temperatures, lights, etc. stimuli –sounds, temperatures, lights, etc.

NurturanceNurturance SupportSupport SecuritySecurity PredictabilityPredictability FocusFocus EncouragementEncouragement ExpansionExpansion

Infant NeedsInfant Needs

Hardwired to ConnectHardwired to Connect

Mechanisms by which we become and stay Mechanisms by which we become and stay attached to others are biologically primed and attached to others are biologically primed and increasingly discernable in the basic structure of increasingly discernable in the basic structure of the brain.the brain.

Nurturing environments, or the lack of them, affect Nurturing environments, or the lack of them, affect the development of brain circuitry.the development of brain circuitry.

Nurturing touch promotes growth and alertness in Nurturing touch promotes growth and alertness in babies.babies.

Presence of a secure attachment protects toddlers Presence of a secure attachment protects toddlers from biochemical effects of stress.from biochemical effects of stress.

Field, 1986; 1995Field, 1986; 1995Gunnar, 1989; 1996Gunnar, 1989; 1996

Watch child’s cues for signs of interestWatch child’s cues for signs of interest

Ask what the child wantsAsk what the child wants

Adapt your behavior to child’s signalsAdapt your behavior to child’s signals

Bathe child in languageBathe child in language

Concern yourself with identity messagesConcern yourself with identity messages

Responsive CareResponsive Care

Section Four:Section Four:Infant Care Policies and Practices Infant Care Policies and Practices

That Foster Brain DevelopmentThat Foster Brain Development

The Context for QualityThe Context for Quality

Care provided in safe, interesting, and Care provided in safe, interesting, and intimate settings where children have the intimate settings where children have the time and opportunity to establish and time and opportunity to establish and sustain secure and trusting relationships sustain secure and trusting relationships with other children and with knowledgeable with other children and with knowledgeable caregivers who are responsive to their caregivers who are responsive to their needs and interests.needs and interests.

Recommended Policies Recommended Policies for Quality Child Carefor Quality Child Care

Primary CarePrimary Care

Small GroupsSmall Groups

Continuity of CareContinuity of Care

Personalized CarePersonalized Care

Cultural ResponsivenessCultural Responsiveness

Attention to Their Special NeedsAttention to Their Special Needs

Effective Intervention Effective Intervention Program ElementsProgram Elements

Developmentally based guidance & disciplineDevelopmentally based guidance & discipline

Consideration of temperamental differences Consideration of temperamental differences

Modeling and sharing a responsive processModeling and sharing a responsive process

Focus on intellectual interests of childFocus on intellectual interests of child

Development of individual intervention strategiesDevelopment of individual intervention strategies

Reflective supervisionReflective supervision

Linked home visit, health, mental health and special education services Linked home visit, health, mental health and special education services

Section Five:Section Five:Points to RememberPoints to Remember

There are learning windows but for humans most There are learning windows but for humans most windows never close completelywindows never close completely

Synapse loss is a natural occurrence based on the Synapse loss is a natural occurrence based on the pruning of seldom used connectionspruning of seldom used connections

Early emotional and social experiences are as important Early emotional and social experiences are as important to the wiring of the brain as intellectual experiences to the wiring of the brain as intellectual experiences

Healthy early development depends on nurturing and Healthy early development depends on nurturing and dependable relationshipsdependable relationships

Experiences create expectations which alter Experiences create expectations which alter perceptionsperceptions

Points to RememberPoints to Remember

What has worked for you?What has worked for you?

Please share with your group a Please share with your group a successful strategy you have used to successful strategy you have used to teach about brain development of infants teach about brain development of infants and toddlers.and toddlers.

Small Group Question:Small Group Question: