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Brain Development and Research
Brain Development
Introduction 1
Brain research and development in the early childhood education field has blossomed in recent times. More research has been conducted to understand the way young minds process their world around them. As caregivers we must understand the differences in infancy and toddlerhood to give children the highest quality of care. At Adventureland Daycare and Preschool, we keep up with current information to be able to identify what is normal and not normal development. Children are all unique and understanding their interests and developmental needs are essential in planning curriculum and activities. We teachers must understand milestones or phases that children are going through. Understanding brain development aids us as staff to guide children emotionally, developmentally, and educationally to becoming the best they can be.
Brain Development 2
One of the most important facets to early childhood education is learning about brain development. Studies prove that from birth-to-three years old is the fastest rate of brain development across the entire human life span (Malta, 2015, para. 2). During the first three years the brain undergoes rapid physical development growing from fourteen ounces to 2.4 pounds (Morrison, 2014, pg. 203). Brain research has heavily influenced the way teachers design their curriculum, environmental conditions, and type of care children should receive. Brain research has also confirmed that a loving and positive environment for infants has a lasting impact into adulthood. With billions of neurons firing off since birth it is crucial for caregivers to partake in infant’s lives by stimulating and feeding their young minds. Once brain connections are set they become permanent unless they are not used and they slowly diminish (neural shearing or pruning). “Through a process called synaptogenesis, these billions of neurons have formed over fifty trillion synapses or connections across which nerve impulses pass” (Morrison, 2014, pg. 204). With so many connections being made children undergo critical periods in which they are a prime time for many new experiences. There are also sensitive periods making it easier for children to experience something at the right opportunity. An example in language development would be children learning to use proper syntax between ages three to six. Through different developmental domains we can study children as they mature.
Psychosocial and Emotional Development 3
When we think of psychosocial and emotional development Erik Erikson’s theory of psychosocial development comes to mind. His theory comprises of eight stages that start at infancy and into late adulthood. As we develop through each stage we experience certain milestones and challenges. Each of Erikson’s stages builds up to the next one after previous fulfillment. We develop at our own rate and are heavily affected by both biological and sociocultural influences. One does not need to master each stage to progress and at each stage one is met with two opposing factors. When we master a stage we gain a basic virtue. This is why it is paramount that we build healthy and strong social skills in order to develop into successful beings: An example of early social behavior is crying in infancy to attract the caregiver or parent (Morrison, 2014, pg. 207). Forming positive bonds and attachments with caregivers and parents helps the infant establish proximity. Each stage of Erikson’s psychosocial development illustrates the psychosocial crisis and the basic virtue gained from each one.
During stage one, infants from birth to the age of eighteen months undergoes a psychosocial crisis of trust versus mistrust and if successful they develop a virtue of hope. An example of this stage would be an infant gaining trust through having his needs met by consistent caregiving. The second stage develops a virtue of will through progressing through autonomy versus shame. Early childhood is when one experiences this stage and the ages range from eighteen months to three years old. Play aged children ranging from ages three to five undergo stage three, which is initiative versus guilt. When children successfully master this course the virtue they gain is purpose. Stage four is for school aged children ranging from five to twelve years old. During this stage children experience industry versus inferiority with the basic virtue of competency.
The next four stages range from adolescence through late adulthood. Stage five one undergoes ego identity versus role confusion with the virtue of fidelity. Adolescence children go through stage five which ranges from ages twelve to eighteen. This stage is vital because one truly develops oneself through ego identity and understanding their role in the world. Stage six, young adults from ages eighteen to forty experiences the psychological crisis of intimacy versus isolation with the basic virtue of love (McLeod, 2008, para. 10). Adults from age forty to sixty-five face the psychosocial crisis of generativity versus stagnation. If successful they master the basic virtue of care. During the last stage the mature adult over sixty-five endures the crisis of ego integrity verses despair. If successful in this last stage the mature adult gains the basic virtue of wisdom.
Motor Development 4
For infants and toddlers, motor skills are essential to developing intellectual skills. Development is sequential and progresses from gross to fine motor skills. Motor development includes gross or large behaviors such as dancing or throwing a ball. Fine motor skills include writing, cutting with scissors, grasping objects, and beading. Children also develop through cephalocaudal development meaning from head (cephalo) to foot (caudal) (Morrison, 2014, pg. 209). An example would be how babies learn to hold their head up. After she moves on to learning how to sit, walk, and run. Proximodistal development is the process of motor development from the central part of the body (proximal) to the extremities (distal). An example is how children learning to control arm movements before learning how to control her fingers to grasp small objects.
Cognitive Development 5
Every child’s brain is unique which results to an array of different behaviors and personalities. This uniqueness starts during the first stages in the connecting of the brain’s circuits. Very complex systems of the brain start to create and connect neural pathways that give us instinctive behaviors (Dubuc, 2002, para. 16). Jean Piaget’s cognitive development theory gives us insight on explains the behaviors during development. His theory, “focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors” (McLeod, 2015, para. 8). The design of the theory is to elucidate the process of how a child develops into adulthood. Children gain knowledge of their world and then experience conflict between what they currently know and what they are bound to discover. Piaget believed that, “children are active constructors of intelligence through assimilation (taking in new experiences) and accommodation (changing existing schemas to fit new information), which results in equilibrium” (Morrison, 2014, pg. 210).
There are four stages of Piaget’s cognitive development theory. Stage one is sensorimotor ranges from birth to two years old. Children learn about their world through their five senses and are egocentric. They learn about their world through basic reflexes such as sucking. Object permanence develops, which is the understanding that objects still exist even if they can’t be seen. A prime example is the game peek-a-boo. The second stage is preoperational and starts around the age of two until age seven. Children’s language starts to improves and their use of syntax. At this stage children are still very egocentric and do not have strong logic skills. Children enjoy playing and pretending. They use symbols to manipulate their world. An example of them using symbols would be putting sand in a bowl and pretending it is food. Concrete operational is the third stage and ranges from ages seven to eleven. Their use of logic immensely improves and their use of conversation. They even understand reversibility and are not egocentric. The last stage is Formal Operational that starts at eleven onwards. Children have the ability to use metacognition and think abstractly. They also start to develop reasoning and have the ability to solve more complex problems.
Language Development 6
The development of language starts at birth and is evident by a baby’s first cry. Heredity plays a major factor in language development. Vocal communication is possible because of the respiratory system and vocal cords and the brain allows language. The brain is hardwired for learning language making it instinctive to learn. Each baby is born with millions of brain cells that has dendrites that reach out and connect to other brain cells (Shiver, 2015, para. 4). When these signals cross paths (synapses) information becomes hard-wired. Using brain imaging researchers illuminate that children at different ages have physical differences in their brain imaging. Using imagining we can also learn how the left and right hemispheres differ when it comes to language development. Our right hemisphere of our brain allows for us to comprehend speech intonations that allow us to, “distinguish between declarative, imperative, and interrogative sentences” (Morrison, 2014, pg. 213). The left hemisphere is known as the nucleus for phonetic analysis and speech processing, and language center.
Preparing Environments to Support Healthy 7 Development
Children are happier and healthier when raised in an enriched environment compared to children who were not. An enriched environment should be, “healthy, comfortable, inviting, safe, supportive, challenging, and respectful” (Morrison, 2014, pg. 216). When an environment is such then children have greater potential for healthy brain development. Teachers must invest their time into transforming a positive environment and have a plan. To create enriched environments it is essential to create a floor plan for the toddler and infant rooms. Young children yearn for a warm and cozy environment that makes them feel at home. Include materials or decorations that are multicultural to make all children feel comfortable, wanted, and at home. Infants need a supportive environment to provide for their basic emotional needs. When children feel comfortable they are more willing to explore their world and learn. Learning builds connections in the brain; therefore the more experiences the better. At this age it is critical that they develop basic trust and for toddlers to develop autonomy. The most important necessity is to have a safe environment. Examples include keeping the kitchen area far from the toileting area or having non-toxic toys and supplies. To meet the needs of a child’s physical and intellectual needs teachers must provide space and learning material for their active involvement. Examples include providing safe floor space, low shelves, and a variety of books.
Developing Proper Curriculum 8
Teachers must create solid teaching strategies and curriculum to guide students for success. According to the NAEYC, developmentally appropriate curriculum has three dimensions that stimulate brain development. The first one focuses on what is known on child development and learning such as milestones and levels they should be at. Also knowing what activities, curriculum, and materials are appropriate for each age group. The second dimension stresses the importance of knowing the interests, needs, and strengths of each child or age group. The last dimension is having the knowledge of cultural and social contexts to ensure relevant and respectable experiences for all stakeholders.
Using the three dimensions, teachers need to design their curriculum for infant differently from toddlers. Curriculum should also appeal and include children of all ethnic backgrounds. Teachers must have a deep understanding of different cultures that their curriculum or beliefs may clash with other cultural beliefs. Daily routine is just as essential to plan out because it helps to create familiarity and organization. Tasks to include in a daily routine are meal times, pickup/drop off, toileting, and nap time. Part of the curriculum getting children accustomed to routine to help prepare them for real life experiences. Another facet of planning curriculum is to encourage language development. Ways to do so are through reading to children from a young age, sing to children, and read a variety of books. Early reading and communication stimulates brain activity and builds neural connections. With early communication it is wise to teach children how to communicate respectfully. Encourage children to interact in groups through activities to teach them manners in a real setting. Lastly, make classroom activities visual, auditory, and emotionally stimulating to promote more brain activity.
Conclusion 9
After further research it is evident that brain research heavily impacts the way we view children today. Using this valuable research we are able to better understand the ways children develop from cognitively, socially, and physically. Creating enriched environments increases children’s chances at becoming superior adults. We can use the research to shape the way we plan our classroom activities or design our curriculum. All caretakers must be aware of cultural or developmentally different children and their families so all can feel comfortable and included. Our duty as caretakers is to be children’s guides on their journey through development using the latest brain research.
References
Dubuc, B. (2002). THE BRAIN FROM TOP TO BOTTOM. Retrieved October 19, 2015, from http://thebrain.mcgill.ca/flash/i/i_09/i_09_p/i_09_p_dev/i_09_p_dev.html
Malta, R. (2015, April 24). Fun Facts Friday: Babies and Brain Development. Retrieved October 21, 2015.
McLeod, S. (2008). Erik Erikson. Retrieved October 19, 2015, from http://www.simplypsychology.org/Erik-Erikson.html
McLeod, S. (2009, September 17). Jean Piaget. Retrieved October 20, 2015, from http://www.simplypsychology.org/piaget.html
Morrison, G. (2014). You and early childhood education. In Fundamentals of early childhood education (7th ed., pp. 203-204, 207, 209-210, 213, 216). Upper Saddle River, New Jersey: Pearson Education.
Shiver, E. (2015). Brain Development and Mastery of Language in the Early Childhood Years. Retrieved October 22, 2015, from http://www.idra.org/IDRA_Newsletter
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