1. CHAPTER 5: Brain and Prenatal Development, Birth, and the Newborn Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

2. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-2 Brain development

3. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-3 Creating connections between neurons

4. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-4 Early Experiences and Brain Development The genes are the bricks and mortar to build a brain. The environment is the architect. (Christine Hohmann)

5. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-5 Early Experiences and Brain Development Babies respond to sensory information in the womb and create synaptic connections By 1 year brain is 70% of adult size, by 3 years – 90% Synapses become strong through repeated exposure to meaningful experiences

6. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-6 Stress and Brain Development Chronic stress changes the brain structure o Diminishes attention, impulse control, fine motor control, sleep Constant state of hyperarousal Extreme deprivation = smaller brains

7. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-7 Babies are active participants  clearly express their need for nourishment and comfort  demonstrate interest in sensory experiences (sounds, smells, sights, touch)  demonstrate interest in relational experiences (hugging, cooing, smiling, comforting).

8. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-8 The Effects of Stress and Violence on Brain Development  increased production of hormones: adrenaline, cortisol, and norepinephrine  when these hormones are excessively high for long periods of time, they become toxic to the brain  every event is perceived as a life-or-death situation  even neutral situations are perceived as threatening

9. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-9 Toxic stress “The result may be a child who has great difficulty functioning when presented with the world of kindness, nurturing, and stimulation. It is an unfamiliar world to him; his brain has not developed the pathways and memories to adapt to this new world” (CWIG, 2001).

10. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-10 Genetics and prenatal development

11. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-11 Epigenetics Genes do not automatically express themselves as intended. Just like the brain, genes are affected by early experiences. A new science called epigenetics demonstrates how the hormones secreted in response to positive or negative experiences give genes directions about whether to turn on or express themselves.

12. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-12 The Human Genome Project This study of the DNA in our cells was designed to tell us: How many genes we have How cells work How living things evolved How single cells develop into complex creatures What happens when we become ill The work includes: Charting the sequence of the 3 billion letters of human DNA Mapping the human genes Source: The Human Genome Project is funded by National Institutes of Health and the U.S. Department of Energy.

13. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-13 The fetus The first trimester  Ovum and sperm combine  Rapid cell multiplication  Implantation on uterine wall  Placenta  Movement, sleep wake cycle

14. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-14 The fetus The second trimester  Rapid growth and development  Mother feels movement  Hear heartbeat

15. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-15 The fetus The third trimester  Rapid brain development  Listening to language  Internal organs mature  Sucks fingers to comfort self

16. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-16 The womb as an environment Nutrition  Maternal nutrition is vital to fetal health  Increased need for iron, folic acid, calcium, water  Cultural beliefs concerning diet vary  Child care programs can offer information to pregnant families

17. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-17 The womb as an environment Toxins and teratogens  Toxins cross the placenta  Toxins are most harmful during the rapid cell division of the first trimester  Toxins include: o Tobacco smoke, alcohol, cocaine o Lead, mercury, arsenic, cleaning products, DEET, pesticides

18. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-18 The womb as an environment Structural/metabolic birth defects Maternal infections  Missing chromosomes, abnormal genes  Metabolic disorders  Tay-Sachs, phenylketanuria  Torch syndrome  Toxoplasmosis  Other agents  Rubella  Cytomegalovirus  Herpes simplex

19. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-19 Prenatal testing

20. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-20 The mother ’ s experience The mother ’ s feelings and experiences are translated into hormones that cross the placenta, directly affecting the fetus.  Anxiety  Depression  Domestic Violence

21. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-21 The newborn  active learners  adjusting to environment (breathing, eating, air instead of liquid, warmth, sensory experiences)  lower parts of the brain (the spinal cord and brain stem) are well developed  over the course of the first year, synaptic connections will begin to form at an astounding rate peaking at 2 million per second

22. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-22 Touch “Biologically, it is as critical for a baby to be touched and held as it is to be fed.” Bruce Perry, conference presentation

23. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-23 Language  infant brains are designed to figure out the sounds of their home language  young children use the kind and amount of language they hear in their homes  language learning is resilient

24. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-24 Developmental milestones of the newborn  Reflexes  recognizes mother’s voice and sounds of home language  depends on responsive adults for care and regulation  engages adults

25. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 5-25 Prematurity  < 37 weeks gestation  Complications Respiratory Distress Syndrome (RDS) Apnea Intraventricular Hemorrage (IVH) Retinopathy of Prematurity (ROP) Jaundice (Hyperbilirubinemia Chronic Lung Disease (Bronchopulmanory Displasia [BPD])