Early Brain Development Research Review & Update

Thanks to imaging technology used in neurobiology, we have access to useful and critical information regarding the development of the human brain. This information helps us to become much more effective in helping children in their early development. When we base our practices on the findings from medical science research, we optimize learning for all children.

Review

Finding 1: The brain of a three year old is two-and-a-half times more active than an adult’s.

Finding 2: Brain development is contingent on a complex interplay between genes and the environment. Daniel Golemen (2006) says, “Seventy percent of what is given to us genetically is brought to fruition by our environmental experiences.”

Finding 3: Experience wires the brain. Repetition strengthens the wiring.

Finding 4: Brain development is non-linear.
There are fertile times when the brain is able to wire specific skills at an optimum level (keep updated with the BFK blog for a chart of the fertile times!). These fertile times are called “windows of opportunity.” Positive experiences during open windows result in positive outcomes. Negative experiences during open windows result in a negative outcome.

Finding 5: Early relationships affect “wiring.”
Young children depend on human interaction to learn to speak, think, feel, interact, and be mobile. As early as four months, the cells that will wire for social interaction and empathy are already positioning and preparing for their role in the child’s social and emotional intelligence. How prolific they are depends on various factors, such as a loving atmosphere (for the better) and stress (for worse).

Update
Finding 1: Music and language are partners in the brain.
The latest data show that music and language are so intertwined that an awareness of music is critical to a baby’s language development (Deutsch, 2010).

Finding 2: Learning styles differ greatly across situations.
A child may exhibit one style of learning while putting a puzzle together and a completely different style while participating in a music activity.

Finding 3: Touch, movement, and gestures are critical to learning.
The sense of touch helps children to ground abstract ideas in concrete experiences. Based on research assembled over the last 15 years, Cabrera and Cotosi (2010) have concluded that hands on explorations contribute not only to the understanding of abstract concepts but also to four critical thinking skills essential to learning: making decisions, recognizing relationships, organizing systems, and taking multiple perspectives.
Exercise increases the amount of key proteins that help build the brain’s infrastructure for learning and memory.

Finding 4: Technology has both a positive and a negative impact on the brain.
Positive – Technology is sharpening some cognitive abilities such as reacting to visual stimuli, improving some forms of attention, and becoming more adept at noticing images in our peripheral vision.
Negative – Continuous partial attention (keeping tabs on everything while never truly focusing on anything), drifts from social skills, and brain strain.

Finding 5: During sleep the brain engages in data analysis, from strengthening memories to solving problems.

Through the application of these findings, we can optimize learning for the children around us.

References

Cabrera, D., & Cotosi, L. (2010, September/October). "The world at our fingertips." Scientific American Mind, 21(4), 49-55.

Deutsch, D. (2010, July/August). "Speaking in tunes." Scientific American Mind 21(3), 36-43.

Goleman, D. (2006). Social intelligence: The new science of human relationships. New York: Bantam Dell.