1. WestEd.org Infant & Toddler Group Care Early Brain Development

2. WestEd.org Learning Objectives Participants will be able to: Describe key components of early brain development from prenatal stage to age 3 years. Articulate what would be most important for infant care teachers and families with infants and toddlers to know about early brain development and why. Identify early risk factors and describe ways their program can support families when risks are identified.

3. WestEd.org Prenatal Brain Development The nervous system begins to develop just before the third week of gestation. Cell creation and movement to the right spots occur during the first five prenatal months. Talking Reasonably and Responsibly about Early Brain Development, University of Minnesota, Elliot 1999

4. WestEd.org Sequential Neuronal Development At birth, the brain is 25% of adult size & reaches 85% of adult size by age three. The brain develops from the bottom up and from the back to the front. Impact of the environment on the structure and functioning of the brain is greatest from conception to the third birthday.

5. WestEd.org Gene - Environment Interaction At conception, genes set the stage for how we experience the world. Environments and experiences influence how genes are expressed – making us more or less likely to experience genetically based risks.

6. WestEd.org Learning Windows Months Years Decades

7. WestEd.org Small Group Discussion: What do you think would be most important for infant care teachers and families with infants and toddlers to know about early brain development? Please write one statement.

8. WestEd.org Video: Ten Things Every Child Needs (Bruce Perry Clip) Distributed by ConsumerVision, Inc., Telephone 1-800-756-8792

9. WestEd.org Early Risk Factors Prenatal:Birth & First Months: Poor nutrition Pregnancy complications Alcohol Prescription, O-T-C, & illegal drugs Exposure to toxins Stress Parental depression Poor nutrition Delivery complications Exposure to toxins Difficult temperament/ hyperactivity/attention/i mpulsivity problems Stress Parental depression

10. WestEd.org Brain Quiz – True or False A human baby's brain has the greatest density of brain cell connectors (synapses) by age 3. There are times when a negative experience or the absence of appropriate stimulation is more likely to have serious and sustained effects on the child. Brain research has been misunderstood and misapplied in many contexts.

11. WestEd.orgExperience createsExpectation which altersPerception

12. WestEd.org Listen to the following scenario… What is this infant experiencing? What expectations might the infant be creating about the world? How would this influence the infant’s perception of the world?

13. WestEd.org Positive Stress Refers to moderate, short-lived stress responses, such as: Brief increases in heart rate. Mild changes in stress hormone levels. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005. Examples include: Meeting new people Getting an immunization Entering child care

14. WestEd.org Tolerable Stress Refers to stress responses that could disrupt brain architecture, but generally occur within a time- limited period. Examples include: Death or a serious illness of a loved one. A frightening injury. Divorce. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

15. WestEd.org Toxic Stress Refers to strong and prolonged activation of the body’s stress management systems in the absence of the buffering protection of adult support. Examples are: Extreme poverty. Physical or emotional abuse. Chronic and serious neglect. Enduring maternal depression. Family violence. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

16. WestEd.org Tolerable and Toxic Stress AlarmRelaxationTolerable Stress Toxic Stress Alarm Alarm Alarm Alarm

17. WestEd.org The Brain: Loses ability to take in subtle clues. Becomes more automatic & over-reactive. Is less able to use “higher order” thinking skills. Loses some memory capacity. When Faced with a Perceived Threat(physical, intellectual, emotional)

18. WestEd.org Chemicals in the Brain Capacity to adapt to stress is controlled by a set of highly interrelated brain circuits and hormonal systems. Stress produces hormones (e.g. cortisol and noradrenaline) which are converted into chemical signals that are sent throughout the body as well as to the brain. “Excessive stress disrupts the architecture of the developing brain” Working Paper #3 Summer 2005, National Scientific Council on the Developing Child.

19. WestEd.org Prolonged Exposure to Stress Produces Cortisol, which: Kills brain cells. Reduces the number of cell connections. Shrinks the hippocampus. Impairs selective attention and thinking. Creates anxious behavior.

20. WestEd.org Brain Areas Activated in Response to Stress

21. WestEd.org Small Group Questions: 1.How can child care programs help children cope with tolerable stress? 2.How can your program support infants who are experiencing toxic stress outside the child care program?

22. WestEd.org The Body’s Response to Stress Increase in heart rate/Increase in blood pressure. Increase in breathing rate. Increase in muscle tone. Hyper-vigilance Tuning out all non-critical information.

23. WestEd.org The Brain is Built to Connect Nurturing environments, or the lack of them, affect the development of brain circuitry. Nurturing secure attachments protect infants from effects of stress. Nurturing touch and affect promotes growth and alertness in babies.

24. WestEd.org Connecting Neurons, Concepts, and People: Brain Development and its Implications, by Ross A. Thompson, Ph.D. Jig Saw Activity: 1.Each participant will read quietly his/her assigned section of the article. 2.Share with the group. 3.Next, identify one of the nine statements which you feel is most important and why.

25. WestEd.org Nurturing Relationships Protect the Brain

26. WestEd.org Learning windows are times when particular kinds of input matter most. Experiences create expectations which alter perceptions. Children can manage most moderately stressful experiences with consistent, caring relationships. The brain is wired for relational connection, which serves as a foundation for later learning. Healthy early development depends on nurturing and dependable relationships. Points to Remember