Nurturing the Developing Brain in Early Childhood

Lisa Freund, Ph.D.Lisa Freund, Ph.D.

The National Institutes of HealthThe National Institutes of HealthThe The Eunice Kennedy ShriverEunice Kennedy Shriver

National Institute of Child Health and Human DevelopmentNational Institute of Child Health and Human Development

Bethesda, MarylandBethesda, MarylandU.S.A.U.S.A.

The Brain is Still a Mystery

Brain Growth

AGE BRAIN WEIGHT (GRAMS)

20 WEEKS GESTATION 100BIRTH 40018 MONTHS 8003 YEARS OLD 1100ADULT 1300 - 1400

The Neuron

Brain Growth At birth, most neurons the brain will have At birth, most neurons the brain will have

are presentare present approx. 100 billion neuronsapprox. 100 billion neurons

By age 2 years, brain is 80% of adult sizeBy age 2 years, brain is 80% of adult size What keeps growing?What keeps growing?

Other brain cells (glia)Other brain cells (glia) New neuron connectionsNew neuron connections

approx. 1000 trillion connections by approx. 1000 trillion connections by age 3 yrs.age 3 yrs.

How Does the Developing Brain Become Aware, Learn, Think,?

Overproduction of neurons and connections Overproduction of neurons and connections among neuronsamong neurons

Selective reduction of neurons and Selective reduction of neurons and connections among neuronsconnections among neurons

Waves of intense branching and connecting Waves of intense branching and connecting followed by reduction in neuronsfollowed by reduction in neurons Before birth through 3-years-oldBefore birth through 3-years-old Again at 11- or 12-years-oldAgain at 11- or 12-years-old

MRI PICTURE OF A HEALTHY 13-YEAR-OLD BOY

Major Areas of the Brain

Self-regulation, problem solving, goal setting, social cognition

Vision and perceptionSensory motor perception,spatial abilities

Hearing, language, memory, social -emotional function

Cortical thickness development from birth to 54 mos

6 mm

4.5 mm

3 mm

1.5 mm

1 mm

over

under

Months

Right lateral and top views of gray matter Right lateral and top views of gray matter maturation over the cortical surface.maturation over the cortical surface.

Right View of Gray Matter Maturation Over Brain Surface between Ages 4 to 21 Years

How Brain Areas are Developing

Anatomical studies of brain development show Anatomical studies of brain development show Occipital lobes show earliest pruningOccipital lobes show earliest pruning Frontal and Temporal lobes show growth of Frontal and Temporal lobes show growth of

neural connections longer than other areas of the neural connections longer than other areas of the brain…through 3 years oldbrain…through 3 years old

Frontal and Temporal lobes show pruning of Frontal and Temporal lobes show pruning of connections longer than other areas of the brainconnections longer than other areas of the brain

Greatest change between 2 years and 5 yearsGreatest change between 2 years and 5 years

Synaptic production and pruning correspond with overall brain activity

Young children’s brains work harder and less efficiently than adults’

Myelinization

Speed of connectionSpeed of connection Begins at birth, rapidly increases to 2-years old Begins at birth, rapidly increases to 2-years old Continues to increase more slowly through 30-Continues to increase more slowly through 30-

years-oldyears-old

Myelinization

Young children’s brains have fewer neuron connections and work slower than adults’

How Brain Function is Developing Brain areas with longest periods of organization related Brain areas with longest periods of organization related

to…to… self-regulation, self-regulation, problem-solving, problem-solving, language/communicationlanguage/communication Social bondingSocial bonding

Most vigorous growth, pruning, connecting, and activity Most vigorous growth, pruning, connecting, and activity occurs between occurs between 1-1/2 years through 3 or 4 years old1-1/2 years through 3 or 4 years old

Neuroscience is telling us that Neuroscience is telling us that this may be one of the most this may be one of the most important periodsimportant periods for developing self-regulation, problem- for developing self-regulation, problem-solving, social-emotional, and language/communication solving, social-emotional, and language/communication behaviorsbehaviors

Nature and Nurture

Genes and environment interact throughout Genes and environment interact throughout brain developmentbrain development Genes form neurons, connections among Genes form neurons, connections among

major brain regionsmajor brain regions Environment and experience refines the Environment and experience refines the

connections; enhancing some connections; enhancing some connections while eliminating others connections while eliminating others

Experience Can Change the Actual Structure of the Brain

Brain development is “activity-dependent”Brain development is “activity-dependent” Every experience excites some neural Every experience excites some neural

circuits and leaves others alonecircuits and leaves others alone Neural circuits used over and over Neural circuits used over and over

strengthen, those that are not used are strengthen, those that are not used are dropped resulting in “pruning”dropped resulting in “pruning”

Differences in brain activity (colored areas) between a typical child reader and a child with reading difficulties

Differences in brain activity in the same child before and after specialized reading instruction

Experience Can Change Brain Development

The brain is undergoing explosive growth The brain is undergoing explosive growth in the first years of life and needs in the first years of life and needs organizing experiences to facilitate organizing experiences to facilitate development.development.

Learning results in more consolidation of Learning results in more consolidation of neuronal activity—brain activity becomes neuronal activity—brain activity becomes more efficientmore efficient

Neglect Impedes Brain Development

Limited exposure to language, touch or Limited exposure to language, touch or social interactionssocial interactions

Emotional or cognitive neglect Emotional or cognitive neglect Structural ChangesStructural Changes

Lack of brain growth beyond effects of Lack of brain growth beyond effects of poor nutritionpoor nutrition

Neuronal death beyond “pruning”Neuronal death beyond “pruning”

Brain activity of a normal 5-year-old child (left) and a 5-year-old institutionalized Romanian orphan who

was neglected in infancy (right).

What early experiences promote healthy brain development? Important areas of brain development are Important areas of brain development are

associated with…associated with… Self-control or Self-regulationSelf-control or Self-regulation Language/communicationLanguage/communication LearningLearning Social emotional functionSocial emotional function

Research shows that everyday experiences with Research shows that everyday experiences with caregivers or other children can optimize the caregivers or other children can optimize the development in these areasdevelopment in these areas

Social Basis of Early Brain Development

Early experiences create brain neuron Early experiences create brain neuron connectionsconnections

Parent-child interactions are keyParent-child interactions are key And when are they most effective?And when are they most effective? Neuroscience and other research says Neuroscience and other research says

between birth and 3 to 4-years oldbetween birth and 3 to 4-years old

Self-Regulation Emotion RegulationEmotion Regulation

Capacity to identify feelingsCapacity to identify feelings EmpathyEmpathy Management of strong emotionsManagement of strong emotions

Behavioral InhibitionBehavioral Inhibition Delay gratificationDelay gratification Control impulsesControl impulses

Self-Regulation

Attention and Thinking Regulation (Executive Attention and Thinking Regulation (Executive Function)Function)

Directing attentionDirecting attentionMental representationMental representationPlanningPlanningFocus on goalFocus on goalMonitor actions; informationMonitor actions; informationCorrect actionsCorrect actionsIdentify and use strategiesIdentify and use strategies

Self-Regulation

Early parent-child interactions lay basis of self-Early parent-child interactions lay basis of self-regulation skills that become internalized by the regulation skills that become internalized by the childchild

Directing attentionDirecting attentionIdentifying goalsIdentifying goalsMonitoring Child’s actionsMonitoring Child’s actionsCorrecting Child’s actionsCorrecting Child’s actionsModeling strategiesModeling strategies

Parent-child Interaction with Infant or Toddler

Parent who supports optimal developmentParent who supports optimal development Is sensitive to child’s cuesIs sensitive to child’s cues Responds to child’s distressResponds to child’s distress Takes advantage of simple, everyday Takes advantage of simple, everyday

activities to stimulate learningactivities to stimulate learning

Parent-child Interaction with Infant or Toddler

The child can influence interaction throughThe child can influence interaction through Clarity of his or her cuesClarity of his or her cues Responsiveness to parentResponsiveness to parent Activity levelActivity level

Parent-child Interaction with 3- to 5-year-old

With 3- to 5-year-oldWith 3- to 5-year-old Directing attentionDirecting attention Suggesting strategies Suggesting strategies Monitoring, evaluating actionsMonitoring, evaluating actions Staying directed toward goalStaying directed toward goal Feedback is less directiveFeedback is less directive

Reading ComprehensionReading Comprehension

Scaffolding

Research has Shown that Successful Scaffolding Results in Healthy

Brains Ready to Learn

Faster rates of language learning Faster rates of language learning Increased task persistenceIncreased task persistence Increased self-controlIncreased self-control More appropriate requests for helpMore appropriate requests for help Increased self-monitoring during tasksIncreased self-monitoring during tasks Increased ability to learnIncreased ability to learn Moderates risk factorsModerates risk factors

Implications for Early Education

We Know that….

Children show improved school achievementChildren show improved school achievement With planned, intentional instruction in the With planned, intentional instruction in the

preschool years.preschool years. When the literacy environment at home When the literacy environment at home

and in school can engage the child.and in school can engage the child. With consistent reading aloud With consistent reading aloud When preschool teachers receive high When preschool teachers receive high

quality training. quality training.

We know that…

Just as parents who provide scaffolding Just as parents who provide scaffolding promote healthy development, so can pre-promote healthy development, so can pre-school teachers provide scaffolding in the school teachers provide scaffolding in the classroomclassroom

Classroom Scaffolding What types of teacher scaffolding can result in

optimal outcomes for children? Providing print and materials that foster their

understanding of concepts Responding to children’s requests and signals

promptly and sensitively Maintaining and expanding on children’s

interests in meaningful learning activities Providing children with choices and prompting

children to make thoughtful decisions

To Promote the Foundations for Reading

Phonological awareness --ability to notice and work with the sounds in language.

How quickly children learn to read depends on how much phonological awareness has developed during toddler and preschool years.

To Promote Phonological Awareness

• Teachers and Parents can…Teachers and Parents can…• Chose books to read aloud that focus on Chose books to read aloud that focus on

sounds, rhyming, and alliterationsounds, rhyming, and alliteration• Invite children to make up new verses of Invite children to make up new verses of

familiar words or songs by familiar words or songs by changing the changing the beginning sounds of wordsbeginning sounds of words

• Play games where children isolate the Play games where children isolate the beginning sound in familiar words, and beginning sound in familiar words, and generate rhyming wordsgenerate rhyming words

Promote Knowledge of Letters Research shows it is important for young children

to be able to: Recognize and name letters Recognize beginning letters in familiar words

(especially their own name) Recognize both capital and lowercase letters Relate some letters to the specific sounds they

represent

Teachers and parents can reinforce learning about letters by providing letters in a form children can touch, by playing games with letters, and by helping children write letters.

Read Aloud To Promote Interest in Reading

Establish a pattern of reading aloud Establish a pattern of reading aloud frequently to children.frequently to children.

Ask children questions as you read.Ask children questions as you read. Encourage children to talk about the book.Encourage children to talk about the book. Read aloud many kinds of books.Read aloud many kinds of books. Reread aloud favorite books. Reread aloud favorite books.

Teachers and Parents

Research has shownResearch has shown preschools that support the parent in preschools that support the parent in

promoting the child’s cognitive promoting the child’s cognitive development and learning show greatest development and learning show greatest child achievement in elementary school child achievement in elementary school and beyondand beyond