Brain Development Stages

NationalInstituteofScience&Technology
Why do I Need a
Teacher
When I have got
Google ?
Rajesh Kumar Dash
Presenter

Thursday Seminar Presentation
Neuro-Science /
Human Anatomy
Brain / Mind
Condition of the
Student
Talk to the hand
coz the nucleus
accumbens ain’t
listening.
r_kdash@yahoo.com [2]2/14/2018
LECTURE - 6
Is that an iron bar
through your
frontal Lobes or
are you just
pleased to see
me?

Grow Up! You are Acting Childish!!
According to the great Swiss researcher,
Jean Piaget towards children’s development
Education for most people , means trying to
lead the child to resemble the typical adult
of his society…But for me and no one else,
education means making creator…..you
have to make inventors, innovators– not
conformist. (Bringuier 1980)
Education for most people , means trying to
lead the child to resemble the typical adult
of his society…

Growing Stages
CHILD ADULT
ADOLESCENT
[ STUDENT ]

Work In Progress
Premature
Matured

Physical vs Mental
Society should not be fooled into thinking that
a teen has the mental prowess of an adult just
because he or she looks, and most of the time,
acts like one.
(Scientific American Mind 09/2006)

Human Brain
The brain is a monstrous, beautiful mess. Its
billions of nerve cells - called neurons.
The brain is the most advanced and complex
organ in our known universe.
The human brain has about 100,000,000,000 or
100 billion neurons. From the age of 35 years
about 7000 neurons are lost daily.

Human Brain ..contd
Brain consists of 60% White
matter and 40% Grey
matter.
White is the supporting
matter and Grey is the
thinking matter of the brain.
If the brain was a
computer the grey matter
would be the computer
itself and the white matter
its cables.

Brain Development
Growing of the brain is through making
and strengthening brain cells.
Making of connection contributes to “Grey
Matter”.
Strengthening is the process, called
myelination.
Another process is called neural pruning,
the brain getting rid of connections it does
not use.

How many years does this
process of growing, wiring,
pruning and consolidating take
until we can say this is an
adult, mature, human brain?

BrainChangeCurvesr_kdash@yahoo.com [11]2/14/2018

Exposure
 At the earlier stage the mood swings, interest to
loud music, attraction to opposite sex is not down
to hormones.
All these are the process: Brain is at Work.
By exposing young people to many opportunities
during these adolescent days, ultimately a
message is sent to the brain that says, this
potential is going to be needed, so don’t prune it
away.

Pseudo Stupidity
Swimming With Sharks :
Good Idea or Bad Idea ? ?

Reaction from an Adult
Which comes instantaneously with less thinking.

Reaction from the Adolescent
Research say
they hesitate to answer &
start finding out all possible answers out of
the immature brain which is a part of their
neural connectivity in the brain.

SLEEP Requirement
Studies show that
students not receiving
enough sleep suffer in
grades and overall school
success. (Feinstein 2004)
Young people who had fewer than five hours’
sleep were 71% more likely to become
depressed.
Students going to bed after 10 pm led to a 24 %
increase in depression.

SLEEP Requirement …contd
Sufficient sleep can raise achievement,
improve attendance, prevent sleeping in
class and reduce the levels of ‘self-
reported depression’.
 But by forcing the tired and under-
achieving adolescents to bed earlier can
not solve the problem. (Feinstein)

Wake up Habits!
Sleep patterns of human beings change with age.
(New Scientist)
Waking in the mornings for adults involves a
process to activate the pineal gland to produce
melatonin which suppresses our feelings of
sleepiness.
 As puberty begins bed times and waking times
get later upto 19.5 years in women and 21 for
men. (Nuffield Laboratory,Sleep &circadian Neurocience Institute, Oxford University)
So most of our students BUNK 07:30 Class.

Wake up Habits …contd
 On average adolescent
requires 2hrs extra Sleep
than adults.
 This means that for a adolescent, a 7 am alarm call is
the equivalent of a 5 am start for a person in their 50s

BILL OF RIGHTS
The right to
 let childhood be forgotten
 ‘say’ about his own life
 make mistakes, to find out for oneself
 to have rules explained, not imposed
 have fun and companions
 question ideas
 to be at the romantic age
 a fair chance and opportunity
 struggle toward his own philosophy of life
 professional help whenever necessary.
(Savage 2007)

It’s all about the journey of.
IMMATURENESS MATURETOWARDS

Brain Details

Lobes of the Brain
Frontal
Parietal
Occipital
Temporal
http://www.bioon.com/book/biology/whole/image/1/1-
8.tif.jpg
2/14/2018 [24]r_kdash@yahoo.com

Phineas Gage: First Patient
Railroad foreman
Well-respected, hard-working
A metal tamping rod pierced
Gage through his left cheek
and top of his forehead.
Minutes later Gage was
sitting up and talking.
 Month Later joined the work.

Outcome
 Gage had lost his Frontal Lobe.
Gage’s previously reputable
personality traits were no more.
 Gage had become aggressive,
uncontrollable and hard to get
along with.
Gage had changed.

Damage to the frontal lobe
can cause:
 Loss of the ability to solve
problems .
 Difficulty with planning and
initiating actions.
 Difficulty answering a
complex question.
 Changes in personality and
self expression
 Mood swings
Frontal Lobe
The Frontal Lobe is responsible for
 Motor functions
 Planning
 Reasoning & Judgement
 Memory & Impulse control

Parietal Lobe is Responsible
for
 Somasensory information
such as temperature.
Sensors in the skin, lips,
arms pick up these
feelings.
 Information processing
 Pain and touch sensation
 Speech
 Visual perception
Damage to the Parietal
lobe can cause:
Loss of feeling in some
areas of the body
(Without feeling it would
be impossible to tell
when you have hurt
yourself.)
Parietal Lobe

Occipital Lobe is
responsible for
Receives and
processes visual
information like
shape, colour and
motion perception.
Controls vision
Perceives color
When damage occurs to
the Occipital lobe, the
person may experience:
 Blindness
 Difficulty with articulation
 Recognition problems
Occipital Lobe

Temporal Lobe
Temporal lobe controls
 Emotional responses
 Hearing
 Memory (Links new
information to the
past)
 Speech
When Temporal lobe
damages, the person
may experience:
 Deafness
 Dumbness

Brain Summary

Cerebellum (“little brain”)
Regulation and coordination of movement,
posture, and balance.
It also aids in thinking, and reasoning by keeping
us on task.
 The more complicated we face a task, the larger
is the role of the cerebellum plays to resolve it.
(FEINSTEIN)
 Even lyrics and dialogues of the films stored
there.

PFC
Prefrontal cortex plays the central role
in forming goals and objectives and
then in devising a plan of action
required to attain those goals.
It selects the cognitive skills needed to
implement the plans, coordinates those
skills, and applies them in a correct
order.
Pre Frontal Cortex
Finally, the prefrontal cortex is responsible for evaluating our
actions as success or failure relative to our intentions.
If there is a unique and characteristic feature of that part of the
brain, it is its ability to structure the present in order to serve the
future. (Fuster 2008)

Nucleus accumbens
One of the deep centre areas of the brain thought
to contain the secrets as to why we feel love is
known as, the nucleus accumbens.
The nucleus accumbens is the place which is the
pathways of dopamine, serotonin, oxytocin &
vasporessin : the neuro transmitter.

Emotions & the Amygdala
Any information received by the brain
travels first to the amygdala.
The amygdala holds emotional memory - it
tells you how you feel about things.
In the teenage brain, the amygdala is
developing faster than the frontal lobes.

So teenagers tend to be
reactive ,not reflective.

Amygdala vs. Frontal Lobe
The amygdala is responsible
for pleasure, anger, fear.
Teenagers rely more on their
amygdala than adults, who
rely more on their frontal lobes.
The amygdala triggers
anger, misunderstanding,
sexual interest, aggression,
disorganization,emotional
language .

Brain Link Process

Executive Functioning
Executive functioning involves activating,
orchestrating, monitoring, evaluating, and
adapting different strategies to
accomplish different tasks . . . It requires
the ability to analyze situations, plan and
take action, focus and maintain attention,
and adjust actions as needed to get the
job done.

So What to do?? How to Help??
Brains need to move.
Thinking is neurologically linked to
movement.
An article in Time magazine in 2004 gave
a detailed about the teenage brain that
could best be summed up with one
acronym
E E LS

 Experience - to grow the brain.
Engagement - to focus it properly.
Love - to help it grow well.
Structure - to help it grow safely.
E SLE

Experience
They need things that are novel, that are new,
that are unpredictable, that stand out from
ordinary day-to- day experience.
They need to be involved in things that they find
interesting, challenging and relevant.
They need to be given the time to get involved in
things.
And to receive feedback as to whether what they are
doing is right or can perform in a better way.
Engagement

Love
They need to know that, whatever they do, they
will have unconditional love of the significant
adults in their life, be it parents or teachers.
They might annoy you, frustrate you, they might
have crashed your car, but your love for them is
non-negotiable and something they can always
rely on.
In Classroom, If they know you love them then
‘neurochemically they will have no option but to
learn from you’.

Structure
They need clearly defined boundaries that they
will push against.
Love and structure does not equal stifling them.
Somebody can take it as “tender Loving
Neglect”.

Steps to store info in Brain.
 Once you complete a new learning experience, Take
some time to sit quietly, or to go for a walk. This is how
you save your new file.
 Then review what you’ve learned later that night. This
tells your brain that what you’ve learned is important
and should be stored carefully in an easy to access
folder.
 Now, sleep on what you’ve learned. Your brain will
reinforce and connect what you’ve learned if you enter
your deep sleep cycles.
 Try to get at least eight hours a night. This creates the
desktop shortcut to what you’ve learned.

 Not to teach the subject but to teach the Student.
So that it can help in developing the executive
functioning in student.
 Although Google provide all types of information
at the tip of the finger but Teacher only help them
to reduce the obstacles in learning, somany of
which related to PFC.
 To increase one’s ability to focus attention
Meditation techniques can be found from Google
but implementing skills comes from the teacher.
Challenges for the TEACHER..

Challenges for the TEACHER..
The Journey of Knowledge starts with
Learning , in which the first step is
thinking.
 So as a teacher we must train our
students

References
 http://en.wikipedia.org/wiki/Nucleus_accumbens.
 www.newscientist.com/article/mg21829130.100-why-teenagers-really-
doneed-an-extra-hour-in bed.html
 http://news.bbc.co.uk/1/hi/health/8435955.stm.
 www.independent.co.uk/life-style/health-and-families/health-news/couldyou-
be-suffering-from-social-jet-lag-473723.html.
 www.dailymail.co.uk/news/article-1226666/School-trials-10am-start-
tiredpupils-lie-in.html.
 www.sciencedaily.com/releases/2008/04/080403183048.htm.
 www.scienceagogo.com/news/20050904005107data_trunc_sys.shtml.
 3 www.greatschools.net/LD/identifying/executive-function-lens-to-viewyour-
child.gs?content=1017&page=all.
 https://medium.com/@generalelectric/50-grey-matters-you-might-not-know-
about-your-brain-9a6063dd2e99#.oawkmy960

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