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

Introduction Welcome Centra Instructions Overview of In-service Resource Materials Growth charts

Extension Educators will be able to In-Service Objective Extension Educators will be able to identify the critical structures, progression and support of brain development, learning, and mental health in infants and toddlers. Focus on normative or typical development.

Brain development starts early…. 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 Growth of scientific research and technology to better see and understand brain development. Neurobiology. Affects all domains of development. 11.25.08 Infant-Toddler 5, D.Richardson

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

Neurons – brain cells Dendrites pick up chemical signals across a synapse and impulses travel the length of the axon. Each axon branch has a sac containing neurotransmitters at its tip. The electrical impulse causes the release of the neurotransmitters which then stimulates or inhibits neighboring dendrites – like on/off switch. Myelin – fatty substance coating axons. Acts as electrical insulator; essential for proper information flow, and speek transmission of signals. Although mostly genetic, some factors such as malnutrition can adversely affect myelin.

11.25.08 Infant-Toddler 5, D.Richardson Brain Connections 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. Brain’s circuitry or “wiring” 11.25.08 Infant-Toddler 5, D.Richardson

Early Experiences are Crucial Most brain cell connections are made in 1st 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. Experience shapes the way circuits are made in the brain. 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson Use it or Lose it 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

Human Brain at Birth 14 Years Old 6 Years Old

5 Days 2 Months If children do not receive stimulation, brains will appear less developed. 1 Year 28 Years

Early Brain Development 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

Early Brain Development 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

11.25.08 Infant-Toddler 5, D.Richardson “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

Brain Development: Windows of Opportunity By age 2 – emotional control By age 2 – social attachment By age 5 – motor development Birth to 10 years – language skills Birth to 4 years – visual development Birth to 4 years – math and logic skills 3 to 10 years – music 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson

FOREBRAIN MIDBRAIN HINDBRAIN Cortex Limbic 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 Breathing FOREBRAIN Cortex “Executive Center” MIDBRAIN Limbic “Emotional Center” Brain grows in sequential fashion from bottom to top, or from least complex part (brainstem) to more complex area (cortex). From bottom up: Brainstem – impulses and reflexes. Cerebellum – behind brainstem Midbrain – top of brainstem; movement and balance Limbic – central part of the brain Cortex – top layer; includes language, decision making. “Executive control”. Cerebral cortex contains 80% of neurons. Least developed at birth. Keeps developing through adolescence. More sensitive to experiences than other parts of the brain. HINDBRAIN Cerebellum & Brainstem “Alarm Center”

11.25.08 Infant-Toddler 5, D.Richardson 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

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 over time.

Two Basics the Developing Brain Needs Safety Positive Experiences 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson …on brain growth, development and behavior during pregnancy, infancy or early childhood: Inadequate nutrition Drugs Alcohol Toxins (smoking, lead, chemicals) 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson Lack of critical early nurturing Chaotic and cognitively impoverished environments Pervasive physical threat Watching violence Early, frequent, and intense stress 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson Stress & Development 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. Hyper-alert or sensitive, irritable, fearful 11.25.08 Infant-Toddler 5, D.Richardson

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. Adequate nutrition & hydration. 11.25.08 Infant-Toddler 5, D.Richardson

Positive Experiences for Building the Young Brain Loving care & touch Consistent, individual attention Everyday, simple activities Exposure to new experiences Understand child development Talking 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

11.25.08 Infant-Toddler 5, D.Richardson Stimulation 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

11.25.08 Infant-Toddler 5, D.Richardson Learning 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

11.25.08 Infant-Toddler 5, D.Richardson Language 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

11.25.08 Infant-Toddler 5, D.Richardson Thinking Exposure to lots of language is directly linked with advanced thinking skills. Toddlers understand and can solve more difficult problems at a younger age than children in poor quality environments. 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson Physical Activity 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. Importance of play. 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson Emotional Control 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

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. Play & exploration are crucial activities for young children. Play during development parallels the sequential neurodevelopmental process. 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson 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

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) Play and exploration are crucial activities for young children. Play during development parallels sequential neurodevelopmental process. 11.25.08 Infant-Toddler 5, D.Richardson

11.25.08 Infant-Toddler 5, D.Richardson 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

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