Examine the role of brain development in early learning (conception
through age 3)
An infant’s brain contains approximately 100 billion nerve cells or neurons. An
infant’s brain develops so rapidly that there head should be protected from falls.
Shaken baby syndrome, which includes brain swelling and hemorrhaging affects
hundreds of babies in the US. A baby should never be shaken.
Researchers have been successful in using EEG, electroencephalogram, to
measure the brain’s electrical activity.
At birth the newborn’s brain is about 25% of its adult weight. By the second
birthday, it’s about 75 percent of its adult weight. After scientists analyzing
numerous areas of the brain, they are most concerned with the forebrain which
includes the cerebral cortex and several other structures. The cerebral cortex
covers the forebrain like a wrinkled cap. It has 2 halves. Within the cortex there
are lobes. They all work together but each have different function. Frontal lobes
are involved in voluntary movement, thinking, personality, emotion, memory,
sustained attention, and intentionality or purpose. Occipital lobes function in
vision. Temporal lobes have an active role in hearing, language processing and
memory. Parietal lobes play important roles in registering spatial location,
maintaining attention, and administering motor control.
Within the brain the type of nerve cells called neurons send electrical and
chemical signals, communicating with each other. Neurons change in 2 very
significant ways during the first year of life. Myelination, the process of encasing
axons with fat cells, begins prenatally and continues after birth, even into
adolescence. Connectivity among neurons increases, creating new neural
pathways. New dendrites grow, connections among dendrites increase and
synaptic connections between axons and dendrites proliferate, myelinations
speeds up neural transmissions, the expansion of dendritic connections facilitates
the spreading of neural pathways in infant development.
The primary motor areas develop earlier than others, such as the primary sensory
areas. The frontal lobes are immature in a newborn. As neurons in the frontal
lobes become myelinated and interconnected during the 1st year of life, infants
develop ability to regulate their physiological states, such as sleep and gain more
control over there refluxes.
The infant’s brain depends on experiences to determine how connections are
made. Before birth, genes mainly direct basic wring patterns. Neurons grown
and travel to distant places awaiting further instructions. After birth, the inflowing
stream of sights, sounds, smells, touches, language and eye contact help share
the brain’s neural connections.
In the neuroconstructivist view:
 Biological process and environmental experiences influence the brain’s
development
 The brain has plasticity and is influenced by contexts
 Development of the brain is closely linked with the child’s cognitive
development. These factors advance the construction of cognitive skills.
The neuroconstructivist view emphasizes expression in the brains development,
in much the same way that the epigenetic view proposes.
Newborn-2 months old
Crying: Responding to babies crying tells infants they are important and can rely
on you for their needs.
Hearing: Babies can hear the rhythms and tones of a mother’s voice before they
are born
Touch: An infant’s skin is so responsive to the stimulation 0f touch that the brain
registers touch at the slightest pressure
Vision: Newborns cannot focus as well as adults, so objects and people look fuzzy
Feeding: Holding a baby while bottle feeding fives the infant the physical contact
that helps create a warm and secure environment
2-6 months old
Hearing: The sensory experience of hearing music provides input to the
developing brain. Expose infants to various styles of music. Watch the infant’s
behavior to see if they seem to like a particular type
Vision: Infants need to be able to see what is naturally present in their
environment. Infants can see in color and more clearly.
Language: Although babies only babble and coo, it is very important to still talk
to them. Read, sing and conversate with them.
Touch: Hold an infant when the infant needs to be held. They will try to tell you
by crying, fussing or reaching gout to you.
Movement: Movement in a variety of directions provides the experience an
infant needs to learn how to balance and gain control over her body.
6-12 months old
Social emotional: The ways in which you touch, hold, feed, talk and look at a baby
all provide input to his developing brain.
Cognition and Learning: Babies “repeat” experience with objects and people
because it is the best way babies learn about their physical and social
environments.
Movement: Encourage but don’t rush motor development. Allow infants to
develop at their own pace
Language: Don’t “plan” for the infant to “learn to talk”. Your voice and the
interactions you provide create an environment in which the infant will begin to
understand the connection between sounds and words.
12-18 months old
Social emotional: Offer tools-language in the form of words or asking for help- for
the toddler to use in frustrating situations as these skills and behaviors of selfcontrol develop.
Cognition and learning: By 12 months of age a toddler can recall actions and
events that occurred a few hours or even a day earlier
Movement: Provide an open space for toddler to practice skills that improve
coordination
Language: Get down to the toddler’s eye level as opposed to looking down at her
when speaking. Make eye contact when talking. Place yourself face to face with
them.
18-24 months
Cognition and learning: Toddlers at this age are beginning to understand that
symbols stand for objects and things that they experience.
Social emotional: Provide lots of guidance. Initiate games of sharing and turn
taking. Understand that toddlers are less willing to be compliant when they are
tired or not feeling well.
Movement (gross): Movement is extremely important to many toddlers sense of
wellbeing.
Movement (fine): Provides easels and areas where toddlers can stand while
drawing or writing with pencils, crayons or paintbrushes.
Language: The number of words a toddler uses is related to many factors, such
as whether the toddler is a boy or girl, outgoing or shy, part of a small or large
family.
24-36 months old
Cognition and learning: The best way to provide an educational program, or
curriculum, for toddlers involves designing a program that meets all of their
needs- a physical, social, emotional and cognitive language
Social emotional: Help toddlers identify their feeling s and label them with words
such as angry, upset, happy and sad.
Movement: Provide toys and activities that increase their opportunities to use
these fine motor skills
Language: communicate with the toddler during your nurturing activities such as
diaper changes and dressing and talk, respond and listen to them.