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
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Welcome
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Centra Instructions
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Overview of In-service
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Resource Materials
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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.
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Brain development
starts early….
 Brain cells (neurons) form in
first months of fetal
development
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Born with 100 billion brain cells
Enough brain cells to learn just
about anything – no more are
developed after birth
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UNDERSTANDING THE BRAIN
Motor area
Sensory area
Intellect, logic,
reasoning
Taste
Language
Speech
Hearing
Vision
Balance
Emotional Regulation
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Brain Connections
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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.
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Early Experiences are Crucial
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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.
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Use it or Lose it
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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.
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Human
Brain
at Birth
6 Years
Old
14 Years
Old
5 Days
2
Months
1 Year
28 Years
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Early Brain Development
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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.
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Early Brain Development
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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.
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“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.
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Brain Development:
Windows of Opportunity
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By age 2 – emotional control
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By age 2 – social attachment
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By age 5 – motor development
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Birth to 10 years – language skills
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Birth to 4 years – visual development
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Birth to 4 years – math and logic skills
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3 to 10 years – music
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FOREBRAIN
Cortex
Abstract thought
Concrete thought
Logic/Reasoning
Affiliation
“Executive Center”
MIDBRAIN
Limbic
“Emotional Center”
HINDBRAIN
Cerebellum &
Brainstem
“Alarm Center”
Attachment
Contextual Memory
Sexual Behavior
Emotional Reactivity
Arousal
Appetite/Satiety
Motor Regulation
Blood Pressure
Sleep
Temperature
Heart Rate
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Breathing
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.
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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
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Safety
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Positive Experiences
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…on brain growth, development and
behavior during pregnancy, infancy or
early childhood:
Inadequate nutrition
 Drugs
 Alcohol
 Toxins (smoking, lead, chemicals)
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Lack of critical early nurturing
Chaotic and cognitively impoverished
environments
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Pervasive physical threat
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Watching violence
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Early, frequent, and
intense stress
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Stress & Development
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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.
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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.
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Adequate nutrition & hydration.
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Positive Experiences for
Building the Young Brain
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Loving care & touch
Consistent, individual
attention
Everyday, simple
activities
Exposure to new
experiences
Understand child
development
Talking
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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
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Stimulation
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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.
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Learning
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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.
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Language
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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.
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Thinking
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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.
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Physical Activity
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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.
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Emotional Control
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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 problemsolving skills.
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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.
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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.
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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)
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Wrap-up
Questions
Discussion
In-service evaluation
Follow-up
Next Session Part 6:
Influences & Outcomes, December 2
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References
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In addition to the provided resource
materials listed on the in-service agenda,
other reference materials used for this
presentation are available upon request.
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