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.
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