Brain Research

1. Brain Research Wonder is the beginning of wisdom. Greek proverb Due to advances in imaging technology scientists can now see and study the brain in action. This advancements have helped us better understand how the brain works and how it grows. Implications of “brain” research for understanding young children’s development include:

2. Nature has designed the brain with a system of brain cells called neurons. By the time a baby is born, she will have 100 billion nerve cells called neurons. In the first 3 years of life, the brain rapidly forms connections or circuits between these neurons or nerve cells called synapses. By the time a child is 3, the brain has formed about 1000 trillion connections, more than it will ever need. The parts of the brain that are stimulated will be strengthened, used and developed while others will be lost or pruned away. Visit the Zero to Three Web site to revisit the interactive Baby Brain Map.

3. When children are deprived of experiences, excessive pruning occurs which can lead to difficulties in growth and learning. Children at risk benefit greatly from early intervention by caring dependable caregivers who can offer a variety of experiences and opportunities to facilitate development at this critical time of life. Click on the link to visit the Zero to Three website for a wealth of information about the developing brain and implications for delivering early intervention supports and services. Zero to Three Frequently Asked Questions

4. The quality of relationships and experiences in the first 3 years of life have deep and lasting effects on how synapses are formed and the brain is “wired”. The infant/toddler brain is developing faster than at any other time, more than twice as active as that of an adult. Biologically prepared to learn, children acquire language, develop relationships, and master skills faster and easier during these early years. Experiences at this time of life will have life long impact on the child’s ability to communicate, build trusting relationships and develop healthy self esteem.

5. We used to believe that the way the brain developed depended on the genetic predispositions. We now know a complex interplay exists between a child’s unique genetic code and the experiences the child has. The more varied and rich the experiences, the greater numbers of synapses formed. These neural connections become stronger with practice and use. For interesting information to share with parents, visit www.zerotothree.org and read Starting Smart: How Early Experiences Affect Brain Development. You will need to register to read this document. The document can be downloaded and printed.

6. We used to think that brain grew steadily as an infant grows toward adult hood. Now we know there are prime times for acquiring different kinds of knowledge and skills. Children are very receptive to learning a second language between birth and 10. Children are more capable of learning music between the ages of 3 and 10 than at any other stage of life. The brain activity levels, so active at 3 drop after the age of 9 or 10.

7. The absence of experiences that stimulate the brain during important periods of development can have lasting impact. These “windows of opportunity” are times when the brain is most ripe for learning new skills. Certain areas of the brain do not continue forming new synapses after pruning occurs. We know that if a child does not focus one eye appropriately during a critical window of visual development (by 6 years) the child most likely will not achieve normal vision in that eye because the brain was not stimulated during the critical window. In contrast, if an adult eye is deprived of similar input after this critical window, a lasting deficit is less likely. These and other findings suggest the critical importance of early intervention.