Infant & Toddler Infant & Toddler DevelopmentDevelopment

Whittney Smith, Ed.D.Whittney Smith, Ed.D.

Adelphi University

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Brain development Brain development starts early….starts early….

Brain cells (neurons) form Brain cells (neurons) form in first months of fetal in first months of fetal developmentdevelopment

Born with 100 billion brain Born with 100 billion brain cells cells

Enough brain cells to learn Enough brain cells to learn just about anything – no just about anything – no more are developed after more are developed after birthbirth

... In Utero

FUNCTIONS OF THE BRAIN

Intellect, logic, reasoning

Motor area Sensory area

Taste

Language

Vision

Balance

Speech

Hearing

Emotional Regulation

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The Brain...

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

Vision and perceptionSensory motor perception,spatial abilities

Hearing, language,memory, social -emotional function

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Myelination

Speed of connection Begins at birth, rapidly increases to 2-

years old Continues to increase more slowly through

30-years-old

Brain ConnectionsBrain Connections

15,000 synaptic 15,000 synaptic connections for each connections for each cell.cell.

Signals can be sent to Signals can be sent to other cells at speeds other cells at speeds of more than 200 mph.of more than 200 mph.

Connections Connections (synapses) grow and (synapses) grow and change as a result of change as a result of stimulation from the stimulation from the environment.environment. 55

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Early Experiences are CrucialEarly Experiences are Crucial Most brain cell connections Most brain cell connections

are made in 1st year.are made in 1st year.

By age 3, 80% of synaptic By age 3, 80% of synaptic connections are made.connections are made.

Connections decline after Connections decline after this time to age 10.this time to age 10.

During first 10 yrs., brain is During first 10 yrs., brain is twice as active as adults.twice as active as adults.

Then growth levels off & Then growth levels off & pruning begins.pruning begins.

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Use it or Lose itUse it or Lose it

What is not used is pruned.What is not used is pruned.

What is used develops What is used develops stronger connections.stronger connections.

Develops in “spurts” when Develops in “spurts” when the brain is best equipped the brain is best equipped to learn certain skills.to learn certain skills.

Human Human Brain Brain

at Birthat Birth6 Years 6 Years

OldOld14 Years 14 Years

OldOld

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5 Days5 Days 2 2 MonthsMonths

1 Year1 Year 28 Years28 Years

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Early Brain DevelopmentEarly Brain DevelopmentNature & NurtureNature & Nurture

Behavioral and brain development are Behavioral and brain development are interrelated.interrelated.

Interdependent factors: genetics, Interdependent factors: genetics, experience, relationships, health, and experience, relationships, health, and nutrition nutrition

60% of nutrition is used by the brain during 60% of nutrition is used by the brain during the first year --- decreases to 30% by age 3.the first year --- decreases to 30% by age 3.

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Early Brain DevelopmentEarly Brain Development Quality of relationships and experiences in Quality of relationships and experiences in

first 3 years has deep and lasting impact on first 3 years has deep and lasting impact on how the brain gets “wired”.how the brain gets “wired”.

Sets foundation for development in every Sets foundation for development in every aspect of life.aspect of life.

Most developmental achievements occur Most developmental achievements occur naturally.naturally.

Progresses in a non-linear fashion.Progresses in a non-linear fashion.

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Brain Development:Brain Development:Windows of OpportunityWindows of Opportunity

By Age 2 By Age 2 – emotional control– emotional control

By Age 2By Age 2 – social attachment – social attachment

By Age 5 By Age 5 – motor development– motor development

Birth to 10 yearsBirth to 10 years – language skills – language skills

Birth to 4 yearsBirth to 4 years – visual development – visual development

Birth to 4 yearsBirth to 4 years – math and logic skills – math and logic skills

3 to 10 years3 to 10 years – music – music

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Attachment Theory

Ainsworth, 1973; Bowlby, 1969 Bowlby defined attachment as a “lasting

psychological connectedness between human beings”

provides an explanation of how the “parent-child” relationship emerges and influences subsequent development.

Harlow’s Monkeys

Abstract thoughtAbstract thoughtConcrete thoughtConcrete thoughtLogic/ReasoningLogic/ReasoningAffiliationAffiliation

AttachmentAttachmentContextual MemoryContextual MemorySexual BehaviorSexual BehaviorEmotional Emotional ReactivityReactivityArousalArousalAppetite/SatietyAppetite/SatietyMotor RegulationMotor Regulation

Blood PressureBlood PressureSleepSleepTemperatureTemperatureHeart RateHeart RateBreathingBreathing

FOREBRAINCortex

“Executive Center”

MIDBRAINLimbic

“Emotional Center”

HINDBRAINCerebellum &

Brainstem“Alarm Center”

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Hierarchy of Brain DevelopmentHierarchy of Brain Development

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Brain HemispheresBrain HemispheresLeft 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.

Brain Hemispheres...

DDeficits that occur in the early years may eficits that occur in the early years may be overcome with later enrichment, be overcome with later enrichment,

though the process will likely be more though the process will likely be more difficult.difficult.

Among the most important windows are Among the most important windows are those involving emotional and social those involving emotional and social

development.development.

Brain has Brain has plasticity and can recover over and can recover over time.time.

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Two Basics the Two Basics the Developing Brain NeedsDeveloping Brain Needs

SafetySafety

Positive ExperiencesPositive Experiences

……on brain growth, development and on brain growth, development and behavior during pregnancy, infancy behavior during pregnancy, infancy or early childhood:or early childhood:

Inadequate nutritionInadequate nutrition Drugs Drugs AlcoholAlcohol Toxins (smoking, lead, chemicals)Toxins (smoking, lead, chemicals)

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Early Negative Impact...Early Negative Impact...

Lack of critical early nurturingLack of critical early nurturing

Chaotic and cognitively Chaotic and cognitively impoverished environmentsimpoverished environments

Pervasive physical threatPervasive physical threat

Watching violence Watching violence

Early, frequent, and Early, frequent, and

intense stressintense stress2020

A Dangerous Combination of A Dangerous Combination of ExperiencesExperiences

Deprivation

Brain activity of a normal 5-year-old child (left) and a 5-year-old institutionalized Romanian orphan who was neglected in infancy (right).

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Stress & DevelopmentStress & Development

When stressed, brain When stressed, brain releases the chemical releases the chemical Cortisol.Cortisol.

High levels of Cortisol can High levels of Cortisol can slow brain development slow brain development and child may experience and child may experience more cognitive, motor, more cognitive, motor, and social delays.and social delays.

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A Safe A Safe EnvironmentEnvironment for for Brain DevelopmentBrain Development

Reduce stress by making child’s world Reduce stress by making child’s world safe, secure and responsive.safe, secure and responsive.

Remove any physical threats.Remove any physical threats.

Responsive to crying.Responsive to crying.

Predictable daily routines.Predictable daily routines.

Adequate nutrition & hydration.Adequate nutrition & hydration.

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Positive Positive ExperiencesExperiences for forBuilding the Young BrainBuilding the Young Brain

Loving care & touchLoving care & touch Consistent, individual Consistent, individual

attentionattention Everyday, simple Everyday, simple

activities activities Exposure to new Exposure to new

experiencesexperiences Understanding of Understanding of

child developmentchild development TalkingTalking

MusicMusic Limited televisionLimited television Balance – paying Balance – paying

attention to the attention to the whole childwhole child

Read and respond to Read and respond to child’s cueschild’s cues

One size doesn’t fit One size doesn’t fit allall

Know child & what Know child & what he/she is capable of he/she is capable of doingdoing

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StimulationStimulation Overstimulation may result in frustration, Overstimulation may result in frustration,

stress, or withdrawal.stress, or withdrawal. Too many new experiences at once may Too many new experiences at once may

be overwhelming and won’t help be overwhelming and won’t help development.development.

Child needs time to process what he/she Child needs time to process what he/she has learned.has learned.

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LearningLearning Children with a secure bond to Children with a secure bond to

caregivers are more ready to learn.caregivers are more ready to learn.

Children learn by doing.Children learn by doing.

Fancy, expensive toys, videos, and flash Fancy, expensive toys, videos, and flash cards are not necessary. cards are not necessary.

Repetition in a variety of ways Repetition in a variety of ways – – modeling, actions, verbally, etc.modeling, actions, verbally, etc.

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LanguageLanguage Children exposed to lots of language in Children exposed to lots of language in

reading, singing, and talking develop more reading, singing, and talking develop more neuron connections in the brain area that neuron connections in the brain area that handles language (temporal lobe).handles language (temporal lobe).

Children not involved in lots of verbal Children not involved in lots of verbal interaction have brains that are measurably interaction have brains that are measurably less developed.less developed.

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ThinkingThinking

Exposure to lots of language is Exposure to lots of language is directly linked with advanced directly linked with advanced thinking skills. thinking skills.

Toddlers understand and can Toddlers understand and can solve more difficult problems solve more difficult problems at a younger age than children at a younger age than children in poor quality environments.in poor quality environments.

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Physical ActivityPhysical Activity Toddler brains thrive with the Toddler brains thrive with the

opportunity to climb, play, opportunity to climb, play, splash, and run. splash, and run.

Exercise actually causes the Exercise actually causes the parts of the brain that control parts of the brain that control movement to develop more movement to develop more neuron connections. neuron connections.

For example, leaving a child For example, leaving a child in a playpen or in front of TV in a playpen or in front of TV all day slows motor all day slows motor development.development.

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Emotional ControlEmotional Control Brain development helps determine a Brain development helps determine a

person’s emotional tendencies. person’s emotional tendencies.

Infants raised with inconsistent routines, Infants raised with inconsistent routines, changing caregivers, and stressful changing caregivers, and stressful environments are more anxious, impulsive, environments are more anxious, impulsive, may be less caring toward others, and have may be less caring toward others, and have fewer problem-solving skills.fewer problem-solving skills.

Crying Crying –communication of emotion;

response to distress Colic (1 in 10 infants; birth – 12 weeks -

Extended periods of intense crying Cause unknown (Immature nervous

system; Hyper-sensitivity; Digestive problems)

Soothing Swaddling – tight wrapping of baby in cloth Touch Soft, rhythmic sounds Vibration

Crying Disorders Prolonged crying exposes the brain to

high levels of cortisol, adrenaline, and other damaging chemicals. Damage to hippocampus (memory) Reduced levels of vasopressin and

serotonin Reduced levels of emotional regulation Impaired memory Increased levels of

aggression/violence/bullying Increased levels of anxiety disorders

Self Regulation Strategies for adjusting emotional state

to a comfortable (adaptive) level of intensity in order to accomplish goals Infants: withdrawal, distress, crying -- need

soothing 4 months: shift focus of attention 1 year: approach/retreat from stimulus

Parent response to distress is important Sympathetic - child more easily soothed,

more self-regulated Non-responsive (wait to intervene) - child

enters into rapid, intense distress; harder to sooth; doesn’t develop self-regulation

Self-Regulation Continued... When an infant’s needs are met,

they can focus on the world around them and explore. Their brains take in and adapt to

stimulation from the external world. When they aren’t met, they become

fixated on trying to get their needs met. They stop exploring and shut out other

stimulation from the external world.

Infant/Early Childhood Infant/Early Childhood Mental HealthMental Health

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• 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.

What Science Tells UsWhat Science Tells Us

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➡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.