Environmental and Chemical Factors

1. Environmental and Chemical Factors Assignment Cognitive Studies Capstone Instructor: Joanna Savarese-Levine Mollijoy Carter Feb.3,2014

2. Running Head: Environmental and Chemical Factors 1 “More than 24 million children in the United States are aged five and below (U.S. Census Bureau, 2000). And for all those children, no variable regarding their well-being and overall social behavior is more important than the environment in which they develop and grow.” Environmental Influences on Young Children's Behavior By T.J. Zirpoli, Pearson Allyn Bacon Prentice Hall Updated on Jul 20, 2010 U.S. Census Bureau, 2000

3. Running Head: Environmental and Chemical Factors 1 Q: How does environmental and neurochemical factors impact behavior? A:The environment and neurotransmitters play a significant role in the way a child behaves, learns, emotions displays, and sleeps, and some play a role in mental illnesses. The environment and the people in that environment can shape a child's behavior.

4. Running Head: Environmental and Chemical Factors 2 What is the relationship between the various neurotransmitters, and what do they do? Dopamine Acetylcholine – involved in voluntary movement, learning, memory, and sleep Too much acetylcholine is associated with depression, and too little in the hippocampus has been associated with dementia. Dopamine – correlated with movement, attention, and learning Too much dopamine has been associated with schizophrenia, and too little is associated with some forms of depression as well as the muscular rigidity and tremors found in Parkinson’s disease. Norepinephrine – associated with eating, alertness Too little norepinephrine has been associated with depression, while an excess has been associated with schizophrenia. Epinephrine – involved in energy, and glucose metabolism Too little epinephrine has been associated with depression. Serotonin – plays a role in mood, sleep, appetite, and impulsive and aggressive behavior Too little serotonin is associated with depression and some anxiety disorders, especially obsessive-compulsive disorder. Some antidepressant medications increase the availability of serotonin at the receptor sites. GABA - (Gamma-Amino Butyric Acid) – inhibits excitation and anxiety Too little GABA is associated with anxiety and anxiety disorders. Some antianxiety medication increases GABA at the receptor sites. Endorphins – involved in pain relief and feelings of pleasure and contentedness

5. Running Head: Environmental and Chemical Factors 3 Q: What is the relationship between these neurochemical and environmental factors? A: Young children are exposed to a variety of environmental variables that place them at risk for antisocial behavior. Poverty Has the most significant impact on children's overall well-being, academic success, and social behavior. Unfortunately, children suffer the highest poverty rates of any age group in America (Lynch, 2004). A family's income plays a significant role in the type of basic care a child receives. According to a study by the Illinois State Board of Education (2001), poverty is the single greatest predictor of academic and social failure in U.S. schools. Single-Parent Families Usually have an inability to secure affordable and accessible child care, low parental literacy levels, limited transportation options that make if difficult for parents to commute to available jobs, disincentives that strip government benefits from families when they become employed and earn wages, parental substance abuse, domestic violence, a parental history of incarceration preventing them from securing a job, and, a parental history of mental health disabilities—especially depression. "children in single-parent families are at increased risk for academic failure; increased likelihood of dropping out of high school or becoming a teen parent; and increased levels of depression, stress, anxiety, and aggression" (Casey Foundation, 2005, p. 52).

6. Running Head: Environmental and Chemical Factors 4 Environmental factors cont. Fetal Alcohol Syndrome First introduced in 1973 by Kenneth Jones and David Smith at the School of Medicine, University of Washington, the term fetal alcohol syndrome (FAS) refers to the consumption of too much alcohol by the mother during pregnancy. It is one of the leading preventable causes of disabilities in young children (Fritz, 2000). May and Gossage (2005) The long-term detrimental consequences on these children may include permanent neurobehavioral and affective disorders and many other developmental disabilities (Randall, 2001). Fritz (2000) lists the following problems associated with children exposed to excessive alcohol in utero: •central nervous system abnormalities, •impaired motor skills, •behavior and cognitive abnormalities, and •various physical problems, including heart abnormalities, scoliosis, and hearing impairments. Babies Born Premature and/or Dysmature Infants born premature and/or dysmature are likely to be especially challenging for parents because of frequent crying, poor sleeping patterns, difficult to feed and, in general, to comfort. A full-term pregnancy is between 37 and 41 weeks. Babies born 37 weeks or less after conception are considered preterm or premature. Those born between 35 and 37 weeks generally do well. Those born before 32 weeks are at risk for a variety of medical and developmental disabilities (Brown, 2004) Schonfeld, Mattson, Lang, Delis, and Riley (2001) documented significant deficits in verbal and nonverbal fluency among children with heavy prenatal alcohol exposure.

7. Running Head: Environmental and Chemical Factors 5 Environmental factors cont. Lead poisoning The most common sources of lead poisoning today include lead-based paint found in older homes; lead-laden dust and soil found around old buildings; and lead-based materials such as old plumbing systems, which affect water supplies (Enders et al., 2002). Interestingly, children absorb about half the lead they ingest, while adults absorb only 10%. In addition to their greater absorption rate, young children are at greatest risk from lead poisoning "because of the impact on (their) developing central nervous system" (Enders et al., 2002, p. 20). Children who have elevated lead levels demonstrate a variety of problems, including developmental disabilities and behavioral difficulties. Child Maltreatment Child Maltreatment is the ultimate example of a dysfunctional interaction between caregivers and the children in their care. The study of child maltreatment allows researchers to understand the many and interacting variables associated with caregiver-child relationships and interaction patterns. These variables include social and cultural factors, environmental factors, characteristics of the caregiver (parent or early educator), and the characteristics of the child or victim (see Zirpoli, 1990, for a complete review of each of these factors).

8. Running Head: Environmental and Chemical Factors 6 Q: How do these environmental and neurochemical factors use the classroom for support? A: Teacher interaction There has been allot of research focused on the associations between interactive processes of early childhood classrooms and gains in children’s cognitive self-regulation across the preschool year. A study was done were children were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a preschool year. “both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children’s development.” Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development.Author(s):Shawer, SaadFathy ; Gilmore, Deanna ; Banks-Joseph, Susan Rae.Source:Journal of the Scholarship of Teaching and Learning, v8 n1 p1-28 Feb 2008. 28 pp

9. Running Head: Environmental and Chemical Factors 7 Q: Cont. How do these environmental and neurochemical factors use the classroom for support? Cont. Teacher curriculum “The impact of teacher curriculum approaches (curriculum-transmitter/curriculum-developer/curriculum-maker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study's conceptual framework was grounded in teacher curriculum development” The results indicated that classroom-level curriculum development improved student learning and motivation; whilst curriculum-transmission did not result in significant student learning or increase their motivation. Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl.Journal Code:OCT2009.Entry Date:2009.Accession Number:EJ854820.Database: ERIC..

10. Running Head: Environmental and Chemical Factors 8 In conclusion, a child's well being and social environment impacts behavior, learning, emotions, sleeping, eating and mental well being. Although poverty, single parent homes, environmental exposures such as alcohol, drugs, and environmental positioning's like lead and smoking also, How well a child eats will contribute to the wellness thriving and learning. As parents and educators we can help influence positive behavior by the words we choose, curriculum, and positive modeling behaviors. When a child associates learning and home with positive interactions and environment, a child can learn more and do more as an adult, this way everyone is successful.

11. Running Head: Environmental and Chemical Factors 9 Bibliography references Preschool classroom processes as predictors of children’s cognitive self-regulation skills development..Authors :Fuhs, Mary Wagner, Peabody Research Institute, Vanderbilt University, Nashville, TN, US Ashford on line library Pages:2 Journal Database: ERIC.. Student Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development. Author(s):Shawer, SaadFathy ; Gilmore, Deanna ; Banks-Joseph, Susan Rae.Source:Journal of the Scholarship of Teaching and Learning, v8 n1 p1-28 Feb 2008. 28 pp. Environmental influences on behavior By T.J. Zirpol Pearson Allyn Bacon Prentice Hall Updated on Jul 20, 2010 Both Environment and Genetic Makeup Influence Behavior By: Michael D. Breed (Department of Ecology & Evolutionary Biology, University of Colorado at Boulder) & Leticia Sanchez (Department of Ecology & Evolutionary Biology, University of Colorado at Boulder) 2012