Brain Development

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Brain Development powerpoint for Child Development Associate (CDA) Class. Focuses on infant and young child brain development.

Economy & Finance Health & Medicine

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Biology & Environment Work together to shape the brain.

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The adolescent brain is best described as a work in progress. Our brains are about 90-95% of their maximum size by the time we are 6 years old, but they are definitely not finished changing! Massive changes continue to occur over the next 15-20 years, as connections within the brain are strengthened and refined. Adolescent brain development can be divided into three processes: proliferation, pruning and myelination.

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March 4, 2019 At the center of contemporary political debate are the record numbers of migrant families and children at the U.S.-Mexico border. As these parents and children flee the trauma of violence in their native countries, they are now experiencing the trauma of navigating an increasingly hostile immigration system. What can neuroscience tell us about the effects of these traumatic experiences on the brains of the children and adults? And how might the neuroscience of trauma and brain development affect legal cases? Can advances in mobile neuroimaging provide practitioners with real-time brain evidence of trauma? Does neuroscience have a larger role to play in shaping our nation’s immigration policies? This panel session brought together scientists and lawyers to start a dialogue on neuroscience, trauma, and justice. This event was free and open to the public. Part of the Project on Law and Applied Neuroscience, a collaboration between the Center for Law, Brain & Behavior at Massachusetts General Hospital and the Petrie-Flom Center for Health Law Policy, Biotechnology, and Bioethics at Harvard Law School. Learn more on the website: https://petrieflom.law.harvard.edu/events/details/trauma-at-the-border

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Week One Learning Resources: The following are required readings and viewings for Week One: _______________________________ 1. notes for Week One: New Possibilities for Parenting Newborns: As social and behavioral scientists have enriched our views of parenting over recent decades, neuroscientists have been equally busy learning about brain architecture in babies and children and learning about wonderful possibilities for responsive parenting that help construct the richest possible outcomes, including adult outcomes, that result from sensitive responses to our newborns and toddlers. This course focuses on a new view of parenting and of children. Child development has a long history of adherence to a very successful medical model began around 1900 from the developments of knowledge about sanitation, germ theory of disease, conquering childhood illness with vaccines, and the development of therapies that address mental health problems and misbehaviors. If you look carefully at these topics, they rest on the belief that what matters in child development is pathology, and correcting pathology is the whole picture. There is a reading list of medical model topics in child development found under Resources for Parenting References, just under Syllabus in our course. I placed the only two books I recommend (but do not require) for our course. The rest of the information there is a fine list medical model references about pathology that can be used in other sections of BEHS 343. Starting early in the twentieth century our first American child psychologist, G. Stanley Hall coined a phrase that has taken over child development beliefs about adolescence. Hall was descriptive, for in the early twentieth century there were no theories of child development. He coined the now-famous phrase of “storm and stress” to characterize adolescence. Even today, as psychologist Richard Lerner says, (and as you will read in this course), parents continue to define their teens in terms of a “pathology” If asked how their teen is doing, they will often answer, “Well, at least he hasn’t crashed the car.” Or “At least he is not into drugs.” Or, at least she is not pregnant and she hasn’t dropped out of school.” That is, teens are being measured against a whole Pandora’s box of expected pathology: “storm and stress.” And, in this course, many parents mention they are dreading adolescence as their children are growing older. The new viewpoint comes from a question that has been around for decades. Neurologists and psychologists have quietly been inquiring about many topics, including that of the storm and stress of adolescence: “Isn’t well-being of adolescents (and all of us) more than just the absence of pathology? Isn’t well-being more than these negative descriptions parents use to describe their teens? Methods and measures of well-being did not exist until quite recently, as development of much more sensitive brain scans have become able to measure activities d.

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1- What do you see as the most important things that parents can do to help their children at this point in their lives? 2- Next, classify those things from question one into operant or classical conditioning, habituation and recovery, or imitation. Then describe how those activities support the child’s development? READING The Physical Development of the Young Child Take a moment and think about a newborn infant--at birth, human infants are, essentially, completely vulnerable and helpless. Unlike many animals, they cannot walk, consume solid food, or manage even the most basic tasks for their own survival. This is the price we pay for our brains--we are born far less developed than many creatures. Over the course of a very short time, around two years, that helpless newborn learns to walk and talk, to manipulate objects, to engage and participate in the world around her. This transition from a helpless newborn to a toddler or preschooler requires massive amounts of learning , fueled by rapid brain growth, sensorimotor development, and physical growth. The infant, from birth, uses his ability to perceive to learn and develop an understanding of the world around him. TOPICS COVERED WILL INCLUDE: Brain development during infancy and toddlerhood at the larger level of the cerebral cortex. Learning through classical conditioning, operant conditioning, habituation and recovery, and imitation. Dynamic Systems theory of motor development, highlighting cultural variations in motor development. Gibsons’ Differentiation Theory of perceptual development. The Development of the Brain Brain development in the first two years of life is fascinating and awe-inspiring. Most of the physical growth of the brain occurs during the first two years of life. Neuroscience has shed light on the development of neurons and the cerebral cortex in particular. At birth, infants have approximately one hundred billion neurons. Relatively few neurons will be produced after birth. The newborn’s neurons are connected only tentatively. In the first years, essential connections between neurons form. Combined with understanding sensitive periods and the role of the environment, we have a much clearer picture of what is happening in the infant and toddler brain today than ever before. Development of Neurons Neurons are nerve cells in the brain that store and transmit information. In total, the human brain has between 100 to 200 billion of these neurons. ‹ 1/4 › Neurons send messages from one to another through tiny gaps, called synapses . These messages travel on chemicals called neurotransmitters. Development of the Cerebral Cortex The cerebral cortex is the portion of the brain we think of when we hear the word brain. The other parts of the brain are the cerebellum and the brain stem. These parts of the brain are responsible for a number of physical functions, but not for though ...

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Assignment Details Open Date Apr 2, 2018 12:05 AM Graded? Yes Points Possible 100.0 Resubmissions Allowed? No Attachments checked for originality? Yes Top of Form Assignment Instructions In a five paragraph essay (600 minimum words) using your favorite theorist, apply that theory to brain development as it was discussed in our readings. You may also include the impact of culture, early physical growth, and similar factors that impact the overall development of the child. See attached rubric for grading details. Supporting Materials · 308 Assignment 3. Rubric.doc (50 KB) Bottom of Form The Physical Development of the Young Child Take a moment and think about a newborn infant--at birth, human infants are, essentially, completely vulnerable and helpless. Unlike many animals, they cannot walk, consume solid food, or manage even the most basic tasks for their own survival. This is the price we pay for our brains--we are born far less developed than many creatures. Over the course of a very short time, around two years, that helpless newborn learns to walk and talk, to manipulate objects, to engage and participate in the world around her. This transition from a helpless newborn to a toddler or preschooler requires massive amounts of learning , fueled by rapid brain growth, sensorimotor development, and physical growth. The infant, from birth, uses his ability to perceive to learn and develop an understanding of the world around him. TOPICS COVERED WILL INCLUDE: Brain development during infancy and toddlerhood at the larger level of the cerebral cortex. Learning through classical conditioning, operant conditioning, habituation and recovery, and imitation. Dynamic Systems theory of motor development, highlighting cultural variations in motor development. Gibsons’ Differentiation Theory of perceptual development. The Development of the Brain Brain development in the first two years of life is fascinating and awe-inspiring. Most of the physical growth of the brain occurs during the first two years of life. Neuroscience has shed light on the development of neurons and the cerebral cortex in particular. At birth, infants have approximately one hundred billion neurons. Relatively few neurons will be produced after birth. The newborn’s neurons are connected only tentatively. In the first years, essential connections between neurons form. Combined with understanding sensitive periods and the role of the environment, we have a much clearer picture of what is happening in the infant and toddler brain today than ever before. Note the lobes of the brain Development of Neurons Neurons firing in the brain Neurons are nerve cells in the brain that store and transmit information. In total, the human brain has between 100 to 200 billion of these neurons. ‹ 1/4 › · Neurons send messages from one to another through tiny gaps, called synapses . These messages travel on chemicals called neur ...

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Children experience separation from parents as a form of anxiety from the age of six to eight months to the age of five, and beyond. In a completely new form, it can also appear in adolescents. In this article I demonstrate some neuro-psychological aspects of the anxiety which children experience regarding the divorce of their parents; then I present the elements of the anxiety in relations between parents and children/adolescents. Next I present the structure of anxiety. At the end I describe strategies to diminish separation anxiety in children and adolescents regarding the separation (divorce) of their parents.

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