1. Effects of Early Stimulation and Deprivation

2. The general philosophical trend has been that
stimulation is always “good” and deprivation is
always “bad.”

3. Questions
Can overstimulation occur?
Is deprivation ever in the child’s best interest?
When are the best times for stimulation or the worst times for deprivation?
Is stimulation worthwhile for the acquisition of all human behaviors?
Are there some behaviors that cannot be facilitated by early exposure to stimulating experiences?

4. Effects of Early Stimulation
In 1983, 70% of 4-year-olds from families with incomes higher that $25,000 per year attended preschool
Parents believe early educational stimulation is valuable
Some experts believe that too much early stimulation toward a skill, like reading, may actually cause difficulties later in reading

5. Effects of Early Stimulation
Many parents
Believe that kindergarten is “too late”
Begin to “teach” their children at birth
Believe that early educational stimulation is valuable

6. Programs to Enhance Early Motor Development
Programs designed to stimulate early motor development fall into two categories
No programming
Programming

7. Programs to Enhance Early Motor Development
No programming
These programs do not emphasize specific practice of future motor skills
Instruction should be withheld until the infant learns body control
Infants are to be left on their back until they are capable of changing the position
Nonrestrictive clothing advocated
Hard-soled shoes are discouraged

8. Programs to Enhance Early Motor Development
Programming
Parent takes an active role in moving the baby or limbs of the infant during activity
Infant walkers, bouncers, etc., are encouraged
Specialized equipment is available
Manual manipulation for infant fitness and flexibility

9. Programs to Enhance Early Motor Development
Little research is available to substantiate either “no-programming” or “programming”
American Academy of Pediatrics recommends that structured programs not be “promoted as being therapeutically beneficial for the development of healthy infants”
“parents are encouraged to provide a safe, nurturing, and minimally structured play environment for their infant”

10. Philosophy: preschool years may be the most critical part of education
Gymboree
Philosophy: preschool years may be the most critical part of education
Preschoolers need to be provided with certain types of play activities that are essential in development but not available at home
Safe and noncompetitive

11. Gymboree
Program includes 7 levels designed to enhance motor skills, social skills, and self-esteem
Physical fitness
Arts
International play
Music and dance
Yoga

12. Parents claim the programs are beneficial for both child and parent
Gymboree
Lofty claims are not made, but there is no controlled research to suggest that this program is superior to “no program”
Parents claim the programs are beneficial for both child and parent
Consumers should be cautious

13. Swim Programs
The American Academy of Pediatrics, American Red Cross, and YMCA state that
Infant and toddler aquatic programs DO NOT decrease the risk of drowning

14. Children are not ready for swimming lessons until their 4th birthday
Swim Programs
Children are not ready for swimming lessons until their 4th birthday
Drownproofing programs may give parents a false sense of security
Child may be at greater risk of drowning

15. Hyponatremia Swim Programs Water intoxication
Occurs when an individual ingests too much water
The body’s electrolytes are reduced and kidneys cannot filter excess fluid
Sodium levels reduced
Symptoms of restlessness, disorientation, weakness, and death
Common in those who practice forced or frequent submersion

16. Giardia Safety in the pool Swim Programs
A parasitic condition which develops due to cyst growth in the digestion tract
Causes diarrhea and is easily transmitted to others in a pool
Safety in the pool
Shower after class (wash off Giardia)
Wear tight legged diapers/pants
Children who are ill or with diarrhea should not participate in swim lessons

17. Swim Program Guidelines
Children are not ready for formal swim lessons until their 4th birthday
Avoid total submersion
Provide measure for avoiding fecal contamination in the pool
Children should never be dropped or pushed into water
Babies chill easily; limit exposure

18. Suzuki Method of Violin Playing
Begin at birth
Infant listens to violin music
Child watches musicians play violin
The child begins lessons at 2 to 2 ½ years
The child’s motivation is important

19. Suzuki Method of Violin Playing
Child should not be forced into taking lessons
A properly sized violin is used
Little is known about the residual effects of such early programming

20. Head Start Programs
Designed to give financially disadvantaged children a “head start” in education
The major goal of Head Start is to “enhance the social competence of children from lower income families”
Social competence = ability to deal with the present environment in school and for life

21. Head Start Programs
Children of Head Start programs were 10 times more likely to complete a high school education without failure compared to their socioeconomic counterparts
The D.C. Study reported that programs like Head Start and other preschool programs affected children’s long-term performance positively

22. Head Start Family and Child Experience Survey (FACES)
Head Start Programs
Head Start Family and Child Experience Survey (FACES)
Surveyed the cognitive, social, emotional, and physical development of Head Start children
Generally, Head Start children were found to “very often” use their free time in acceptable ways,” “follow the teacher’s directions,” and “help in putting things away”

23. Head Start Family and Child Experience Survey (FACES)
Head Start Programs
Head Start Family and Child Experience Survey (FACES)
The children COULD NOT
Identify or write the letters of the alphabet
Copy complex geometric figures
Demonstrate “right from left” or “top from bottom” in reading

24. Head Start Family and Child Experience Survey (FACES)
Head Start Programs
Head Start Family and Child Experience Survey (FACES)
Overall conclusion was that Head Start children are ready for school on the basis of how much they had learned by the end of kindergarten

25. Infant Walkers
Designed to support babies who cannot yet walk independently
There are many questions about safety and efficacy of the device to promote early walking

26. Parents need to be informed of the dangers of a walker
Infant Walkers
Due to risk and lack of clear benefit, the sale and manufacture of infant walkers should be banned in the US
Injuries are common
Head injuries
Falling down stairs
Parents need to be informed of the dangers of a walker
Childcare centers should not allow the use of walkers
Recommendation of the American Academy of Pediatrics (1995)

27. Jimmy was given few toys and had minimal movement experience
Johnny and Jimmy
In 1935, two twin brothers were observed for 22 months to determine a normal progression in motor development
Johnny was given toys and stimulation, practice, and experience in movement activities
Jimmy was given few toys and had minimal movement experience

28. Johnny and Jimmy
The researcher concluded that readiness, practice, attitude, and physical growth were all particularly important factors influencing human movement at an early age

29. Ask CPS Questions 5-8 to check students’ comprehension

30. Effects of Early Deprivation
Difficult to study the effects of early deprivation
It is unethical and inhumane to place children in an deprived environment
Animal models have provided important information
Tragic human cases in society provide additional insight

31. Effects of Early Deprivation
Hopi cradleboards
A subject of research in the 1930s
Up until 1 year of age, Hopi babies may be swaddled and tied to a board
Legs are extended, arms free
Although, these babies were not permitted typical “infant” movements, when free of the board, these infants exhibited the expected movement sequences of noncradled infants

32. Deprivation Dwarfism Early Deprivation
A disorder resulting in reduced or failed growth
An emotional disturbance that is registered in the higher centers of the brain
Information is conveyed to hypothalamus where growth hormone and somatotropin are released
When growth is affected, motor development may also be affected

33. Deprivation Dwarfism Early Deprivation
Infants who are hospitalized for extended periods fail to gain weight and develop respiratory infections
Symptoms disappear when infant is returned home to a more stimulating environment

34. Deprivation Dwarfism Early Deprivation
Also occurs in situations where children are not nurtured in a loving and caring environment despite proper and plentiful nutrition

35. Anna Early Deprivation
A victim of severe deprivation due to isolation (1946)
Left in an attic room until six years of age
When discovered she showed signs of minimal intelligence, could not walk or talk, and was extremely malnourished

36. Anna Early Deprivation
By the age of 10 years, Anna was able to walk and run clumsily, string beads, but did not speak in complete sentences
Died at age 11 years

37. Young Savage of Abeyron
Early Deprivation
Young Savage of Abeyron
Victor, a young boy found in the woods of France in 1799 at years of age
He could not talk, trotted rather than walk, chewed like a rodent, and was intellectually delayed
Despite attempts to remediate, he showed little improvement intellectually and died at 40 years of age
Ask CPS Questions 9-11 to check students’ comprehension

38. Stimulation and Deprivation Concepts
Critical period
A time of particular or maximum sensitivity to environmental
If a child is stimulated during the sensitive period, the associated behavior is likely to occur

39. Stimulation and Deprivation Concepts
Critical periods
Specific time in a person’s life
For many skills, if critical period bypassed, skill may be learned, but will never be developed at master level
If the left hemisphere of brain is damaged during critical period for language
Right hemisphere substitutes
If the left hemisphere of brain damaged after language is developed
Person will never be able to speak fluently
Critical period for right hemisphere substitution passed

40. Stimulation and Deprivation Concepts
Four essential elements of a critical period
State of readiness must be attained by the individual in order for the environmental stimulation to be effective
There is a specific time limit
Appropriate stimulation must occur during a specific time for optimal development

41. Stimulation and Deprivation Concepts
Four essential elements of a critical period
The effects of the stimulation during the critical period create a permanent and durable imprint
There are critical periods for all aspects of human behavior
Animals imprint on parents and will follow them. Here is Konrad Z. Lorenz who demonstrated that incubator-hatched geese would follow the first moving stimulus
within the critical period

42. Stimulation and Deprivation Concepts
Readiness
The establishment of the minimum characteristics necessary for a particular human behavior to be acquired
Depends on an adequate level of physical growth, associated neurological patterns, and sufficient motivation
Tri-cycling skill in the twins Johnny and Jimmy

43. Stimulation and Deprivation Concepts
Readiness
Early experience with a particular skill before a child is “ready” may not be valuable
Signs for readiness are unrecognizable at present
Maybe the signs never exist

44. Stimulation and Deprivation Concepts
Catch-up
The human power “to stabilize and return” to a genetically determined growth path “after being pushed off trajectory”
Associated with physical growth and motor development
Children can also catch-up intellectually, socially, emotionally, and developmentally
Severity of the deprivation determines the degree of catch-up

45. Stimulation and Deprivation Concepts
Example of a child’s catch-up growth following a period of anorexia