Infant brain development

Building Better Infant BrainBuilding Better Infant Brain
23-2-201823-2-2018
Khaled Saad, MDKhaled Saad, MD
Associate Professor of PediatricsAssociate Professor of Pediatrics
University of Assiut School of MedicineUniversity of Assiut School of Medicine
Board member of European Society for ClinicalBoard member of European Society for Clinical
Nutrition and Metabolism (ESPEN)&Nutrition and Metabolism (ESPEN)&
European Council for Nutritional and EnvironmentalEuropean Council for Nutritional and Environmental
Medicine (CONEMMedicine (CONEM))

The Brain is Still a MysteryThe Brain is Still a Mystery
23-Feb-1823-Feb-18 BRAIN DEVELOPMENT K SAADBRAIN DEVELOPMENT K SAAD

ObjectivesObjectives
 To highlight the importance of EarlyTo highlight the importance of Early
Brain & Child Development (EBCD).Brain & Child Development (EBCD).
 To recognize that the combination ofTo recognize that the combination of
DHA, lutein, and natural vitamin EDHA, lutein, and natural vitamin E
power up children’s brain.power up children’s brain.

AgendaAgenda
““It’s all about nurturing theirIt’s all about nurturing their
brains and our futurebrains and our future””

““Change the First Five YearsChange the First Five Years
and You Will Changeand You Will Change
Everything”Everything”

Why is EBCD Important?Why is EBCD Important?
Work in neuroscience, molecular biology,Work in neuroscience, molecular biology,
and genomics tells us the following:and genomics tells us the following:
The first 1000 days from pregnancy to 2The first 1000 days from pregnancy to 2
years is a time period that can have ayears is a time period that can have a
profound impact on a child’s brain growthprofound impact on a child’s brain growth
and development.and development.
Source: Center on the Developing Child at Harvard University

 Nurturing relationships with parentsNurturing relationships with parents
/caregivers in the early years are/caregivers in the early years are
critical.critical.
 Early relationships, environments, andEarly relationships, environments, and
experiences affect all aspects of a child’sexperiences affect all aspects of a child’s
brain development.brain development.

 Significant adversity can produceSignificant adversity can produce
physiological disruptions orphysiological disruptions or
biological “memories” that canbiological “memories” that can
undermine the development of theundermine the development of the
body’s stress response systems andbody’s stress response systems and
affect the developing, brain,affect the developing, brain,
cardiovascular system, immunecardiovascular system, immune
system and metabolic regulatorysystem and metabolic regulatory
controls.controls.

 Early interventions are critical forEarly interventions are critical for
optimal life course outcomes becauseoptimal life course outcomes because
these physiological disruptions canthese physiological disruptions can
persist far into adulthood and lead topersist far into adulthood and lead to
lifelong impairments in both physicallifelong impairments in both physical
and mental health.and mental health.

Brain GrowthBrain Growth
AGE BRAIN WEIGHT (GRAMS)
20 WEEKS GESTATION 100
BIRTH 400
18 MONTH 800
3 YEARS OLD 1100
ADULT 1300-1400

Brain developmentBrain development
starts early….starts early….
 Brain cells (neurons) form inBrain cells (neurons) form in
first months of fetal developmentfirst months of fetal development
 Born with 100 billion brain cellsBorn with 100 billion brain cells
 Enough brain cells to learn justEnough brain cells to learn just
about anything – no more areabout anything – no more are
developed after birthdeveloped after birth

Brain ConnectionsBrain Connections
 15,000 synaptic15,000 synaptic
connections for each cell.connections for each cell.
 Signals can be sent toSignals can be sent to
other cells at speeds ofother cells at speeds of
more than 200 mph.more than 200 mph.
 Connections (synapses)Connections (synapses)
grow and change as agrow and change as a
result of stimulation fromresult of stimulation from
the environment.the environment.

Early Experiences are CrucialEarly Experiences are Crucial
 Most brain cell connectionsMost brain cell connections
are made in 1st year.are made in 1st year.
 By age 3, 80% of synapticBy age 3, 80% of synaptic
connections are made.connections are made.
 Connections decline after thisConnections decline after this
time to age 10.time to age 10.
 During first 10 yrs, brain isDuring first 10 yrs, brain is
twice as active as adults.twice as active as adults.
 Then growth levels off &Then growth levels off &
pruning begins.pruning begins.
BRAIN DEVELOPMENT K SAADBRAIN DEVELOPMENT K SAAD
23-Feb-1823-Feb-18

Use it or Lose itUse it or Lose it
 What is not used is pruned.What is not used is pruned.
 What is used develops strongerWhat is used develops stronger
connections.connections.
 Develops in “spurts” when theDevelops in “spurts” when the
brain is best equipped to learnbrain is best equipped to learn
certain skills.certain skills.

HumanHuman
BrainBrain
at Birthat Birth
6 Years6 Years
OldOld
14 Years14 Years
OldOld

5 Days5 Days 22
MonthsMonths
1 Year1 Year 28 Years28 Years
BRAIN DEVELOPMENT K SAADBRAIN DEVELOPMENT K SAAD23-Feb-1823-Feb-18

5 stages of brain development5 stages of brain development
1.1. Formation and closure ofFormation and closure of
neural tube.neural tube.
2.2. Nerve cell multiplicationNerve cell multiplication
and differentiation.and differentiation.
3.3. Nerve cell migration.Nerve cell migration.
4.4. Nerve cell maturation.Nerve cell maturation.
5.5. Development of myelinDevelopment of myelin
sheath.sheath.

The NeuronThe Neuron

The NeuronThe Neuron
 Each neuron uses biochemical reactions toEach neuron uses biochemical reactions to
receive, process and transmit informationreceive, process and transmit information
 Neuron’s dendritic tree is connected to aNeuron’s dendritic tree is connected to a
thousand of neighboring neurons.thousand of neighboring neurons.
 When one neuron fires, a positive orWhen one neuron fires, a positive or
negative charge is received by one of thenegative charge is received by one of the
dendrites.dendrites.

Brain GrowthBrain Growth
 At birth, most of the brain neuronsAt birth, most of the brain neurons
are presentare present
 approx. 100 billion neuronsapprox. 100 billion neurons
 By age 2 years, brain is 80% of adultBy age 2 years, brain is 80% of adult
sizesize
 What keeps growing?What keeps growing?
 Other brain cells (glia)Other brain cells (glia)
 New neuron connectionsNew neuron connections
 approx. 1000 trillion connectionsapprox. 1000 trillion connections
by age 3 yrs.by age 3 yrs.

 Neurons are the oldest and longest cells in theNeurons are the oldest and longest cells in the
body! You have neurons for your whole life.body! You have neurons for your whole life.
While other cells die and are replaced,While other cells die and are replaced,
neurons are not replaced. In fact, you haveneurons are not replaced. In fact, you have
fewer neurons when you are old compared tofewer neurons when you are old compared to
when you are young. However, the neuronswhen you are young. However, the neurons
you have when you are old ARE THE SAMEyou have when you are old ARE THE SAME
ONES you had when you were young. On theONES you had when you were young. On the
other hand, data published in November 1998other hand, data published in November 1998
showed that at least in one area of the brainshowed that at least in one area of the brain
(the hippocampus), new neurons CAN grow(the hippocampus), new neurons CAN grow
in adult humans.in adult humans.

 Neurons can be quite large - in some cases,Neurons can be quite large - in some cases,
like corticospinal neurons (from motorlike corticospinal neurons (from motor
cortex to spinal cord) or primary afferentcortex to spinal cord) or primary afferent
neurons (such as those extending from theneurons (such as those extending from the
skin into the spinal cord and up to theskin into the spinal cord and up to the
brainstem), can be several feet long!brainstem), can be several feet long!

How Does the Developing Brain BecomeHow Does the Developing Brain Become
Aware, Learn, Think?Aware, Learn, Think?
 Overproduction of neurons andOverproduction of neurons and
connections among neuronsconnections among neurons
 Selective reduction of neurons andSelective reduction of neurons and
connections among neuronsconnections among neurons
 Waves of intense branching andWaves of intense branching and
connecting followed by reduction inconnecting followed by reduction in
neuronsneurons
 Before birth through 3-years-oldBefore birth through 3-years-old
 Again at 11- or 12-years-oldAgain at 11- or 12-years-old

OCCIPITAL LOBEOCCIPITAL LOBE
Located at the back of the brain,Located at the back of the brain,
behind the parietal lobe and temporal lobe.behind the parietal lobe and temporal lobe.
Concerned with many aspects of vision.Concerned with many aspects of vision.
FRONTAL LOBEFRONTAL LOBE
Located in front of the central sulcus.Located in front of the central sulcus.
Concerned with reasoning, planning,Concerned with reasoning, planning,
parts of speech and movement (motorparts of speech and movement (motor
cortex), emotions, and problem-solving.cortex), emotions, and problem-solving.

TEMPORAL LOBETEMPORAL LOBE
Located below the lateral fissure.Located below the lateral fissure.
Concerned with perception andConcerned with perception and
recognition of auditory stimuli (hearing)recognition of auditory stimuli (hearing)
and memory (hippocampus).and memory (hippocampus).
PARIETAL LOBEPARIETAL LOBE
Located behind the central sulcus.Located behind the central sulcus.
Concerned with perception of stimuliConcerned with perception of stimuli
related to touch, pressure, temperaturerelated to touch, pressure, temperature
and pain.and pain.

How Brain Areas are DevelopingHow Brain Areas are Developing
Anatomical studies of brain developmentAnatomical studies of brain development
show:show:
*Occipital lobes show earliest pruning,*Occipital lobes show earliest pruning,
frontal and temporal lobes show growthfrontal and temporal lobes show growth
of neural connections longer than otherof neural connections longer than other
areas of the brain…through 3 years old.areas of the brain…through 3 years old.
*Greatest change between 2 years and 5*Greatest change between 2 years and 5
years.years.

MyelinizationMyelinization
 Speed of connection: Begins at birth, rapidlySpeed of connection: Begins at birth, rapidly
increases to 2-years old, continues to increaseincreases to 2-years old, continues to increase
more slowly through 30-years-old.more slowly through 30-years-old.

How Brain Function is DevelopingHow Brain Function is Developing
 Brain areas with longest periods ofBrain areas with longest periods of
organization related to…organization related to…
 Self-regulation,Self-regulation,
 Problem-solving,Problem-solving,
 Language/communicationLanguage/communication
 Social bondingSocial bonding

 Most vigorous growth, pruning,Most vigorous growth, pruning,
connecting, and activity occursconnecting, and activity occurs
betweenbetween 1-1/2 years through 3 or 41-1/2 years through 3 or 4
years oldyears old
 Neuroscience is telling us thatNeuroscience is telling us that this maythis may
be one of the most important periodsbe one of the most important periods
for developing self-regulation,for developing self-regulation,
problem-solving, social-emotional,problem-solving, social-emotional,
and language/communicationand language/communication
behaviorsbehaviors

Why Early Experiences MatterWhy Early Experiences Matter
Newborn BrainNewborn Brain
Average WeightAverage Weight
333 grams333 grams
2 Year Old’s Brain2 Year Old’s Brain
Average WeightAverage Weight
999 grams999 grams

The architecture of the brain depends onThe architecture of the brain depends on
the mutual influences of the followingthe mutual influences of the following
• GeneticsGenetics
• EnvironmentEnvironment
• ExperienceExperience
The Biology of HealthThe Biology of Health
Source: National Scientific Council on the Developing Child, Working Paper 5, The Timing and Quality of Early Experiences Combine to
Shape Brain Architecture. Center on the Developing Child at Harvard University.

The architecture of the brain depends on theThe architecture of the brain depends on the
mutual influences of the following:mutual influences of the following:
Genetics:Genetics: Genetics supply a basic plan for brainGenetics supply a basic plan for brain
development. It provides the structure for thedevelopment. It provides the structure for the
brain’s architecture and supplies the means forbrain’s architecture and supplies the means for
interconnecting nerve cells within and acrossinterconnecting nerve cells within and across
circuits.circuits.
Environment:Environment: The environment that the brainThe environment that the brain
has to develop in has a profound influence inhas to develop in has a profound influence in
shaping the capacity of the brain. This beginsshaping the capacity of the brain. This begins
prenatally with brains needing an abundant supplyprenatally with brains needing an abundant supply
of nutrients. An adverse prenatal environment canof nutrients. An adverse prenatal environment can
actually alter the genetic plans.actually alter the genetic plans.

 ExperienceExperience:: Experience refers to the interactionExperience refers to the interaction
the child has with his or her environment.the child has with his or her environment.
Healthy and stimulating experience results inHealthy and stimulating experience results in
brain architecture that is able to operate at itsbrain architecture that is able to operate at its
full genetic potential. You can have geneticsfull genetic potential. You can have genetics
present and environment present, but ifpresent and environment present, but if
interaction with that environment is prevented,interaction with that environment is prevented,
the brain will not benefit.the brain will not benefit.
 Persistent adversity, also referred to as toxicPersistent adversity, also referred to as toxic
stress, leads to weak brain architecture withstress, leads to weak brain architecture with
impaired capabilities.impaired capabilities.

The Foundations of HealthThe Foundations of Health
• The biology of health explains how experiences andThe biology of health explains how experiences and
environmental influences interact with geneticenvironmental influences interact with genetic
predispositions which result in various combinations ofpredispositions which result in various combinations of
physiological adaptation and disruption that can affectphysiological adaptation and disruption that can affect
lifelong health, mental well-being, learning andlifelong health, mental well-being, learning and
behaviors. This highlights the importance ofbehaviors. This highlights the importance of
understanding and addressing the early childhoodunderstanding and addressing the early childhood
origins of lifelong illness and disability.origins of lifelong illness and disability.
• The foundations of health are three domains thatThe foundations of health are three domains that
provide a context within which the early roots ofprovide a context within which the early roots of
physical and mental well-being are nourished. Thesephysical and mental well-being are nourished. These
are:are:

• A stable and responsive environment ofA stable and responsive environment of
relationshipsrelationships
• Safe and supportive physical, chemicalSafe and supportive physical, chemical
and built environmentsand built environments
• Appropriate nutritionAppropriate nutrition
• The first 1000 days, as noted earlier is aThe first 1000 days, as noted earlier is a
window of opportunity that can greatlywindow of opportunity that can greatly
influence later health and the ability toinfluence later health and the ability to
grow and learn. Helping build a stronggrow and learn. Helping build a strong
foundation in the first 1,000 days is keyfoundation in the first 1,000 days is key
to building better brains and futures.to building better brains and futures.

Stable and ResponsiveStable and Responsive
EnvironmentsEnvironments
• Provide consistent, nurturing andProvide consistent, nurturing and
protective interactions with adultsprotective interactions with adults
• Positive relationships can serve as social-Positive relationships can serve as social-
emotional buffersemotional buffers

 Stable and responsive environments ofStable and responsive environments of
relationships provide child with consistent,relationships provide child with consistent,
nurturing and protective interactions withnurturing and protective interactions with
adults that enhance their learning. This helpsadults that enhance their learning. This helps
them develop adaptive capacities thatthem develop adaptive capacities that
promote well-regulated stress response. Thesepromote well-regulated stress response. These
positive relationships can serve aspositive relationships can serve as
social/emotional buffers. With sufficient levelssocial/emotional buffers. With sufficient levels
of social emotional buffering, the stressof social emotional buffering, the stress
response can be either positive (and actuallyresponse can be either positive (and actually
build resilience), or tolerable (and result in nobuild resilience), or tolerable (and result in no
sustained changes, positive or negative).sustained changes, positive or negative).

 With insufficient levels of social-emotionalWith insufficient levels of social-emotional
buffering, the physiologic stress responsebuffering, the physiologic stress response
is prolonged and becomes toxic, resultingis prolonged and becomes toxic, resulting
in potentially permanent alterations to thein potentially permanent alterations to the
epigenome, brain structure, and behavior.epigenome, brain structure, and behavior.

Safe and SupportiveSafe and Supportive
Physical EnvironmentsPhysical Environments
• Safe places to learn.Safe places to learn.
• Places free of toxins.Places free of toxins.
• Places that support families.Places that support families.

 Children needChildren need safe places to play andsafe places to play and
learnlearn. They need. They need places that are free fromplaces that are free from
toxinstoxins andand fearsfears so that they can exploreso that they can explore
without significant risk of harm.without significant risk of harm. FamiliesFamilies
need places that support them in raisingneed places that support them in raising
healthy childrenhealthy children. In summary, children. In summary, children
need environments that are prepared toneed environments that are prepared to
nurture them.nurture them.
BRAIN DEVELOPMENT K SAADBRAIN DEVELOPMENT K SAAD23-Feb-1823-Feb-18

 Early environments and experiences have anEarly environments and experiences have an
exceptionally strong influence on brainexceptionally strong influence on brain
architecture. After most neural circuits in thearchitecture. After most neural circuits in the
brain have matured, their genetic plans andbrain have matured, their genetic plans and
architecture can still be modified byarchitecture can still be modified by
experience, but the extent of theseexperience, but the extent of these
modifications tends be far more limited. Thismodifications tends be far more limited. This
means that what happens early has a uniquemeans that what happens early has a unique
advantage in shaping the architecture ofadvantage in shaping the architecture of
developing brain circuits before they are fullydeveloping brain circuits before they are fully
mature and stabilized.mature and stabilized.

 The science of pediatrics relies upon notThe science of pediatrics relies upon not
just biology but also various health andjust biology but also various health and
development factors – and increasingly,development factors – and increasingly,
the role of “ecology”, meaning thethe role of “ecology”, meaning the
environments that child are raised in.environments that child are raised in.
These all influence each others through theThese all influence each others through the
routes of neuroscience, life course sciences,routes of neuroscience, life course sciences,
and epigenetics.and epigenetics.

Shaping the Capacity of the BrainShaping the Capacity of the Brain
• The interactive influences of genes and experiencesThe interactive influences of genes and experiences
shape the architecture of the developing brain and theshape the architecture of the developing brain and the
active ingredient is the “serve and return” nature ofactive ingredient is the “serve and return” nature of
children’s engagement in relationships with theirchildren’s engagement in relationships with their
parents and other caregivers in their family andparents and other caregivers in their family and
community.community.
• Brains are built from the bottom up: Both brainBrains are built from the bottom up: Both brain
architecture and developing abilities are built fromarchitecture and developing abilities are built from
the bottom up with simple circuits and skillsthe bottom up with simple circuits and skills
providing scaffolding for more advanced circuits andproviding scaffolding for more advanced circuits and
skills over time.skills over time.

TOXIC STRESS
Chronic “fight or flight;”
cortisol /
norepinephrine
Changes in Brain
Architecture
Hyper-responsive
stress response;
calm/coping
CHILDHOOD STRESS
Early StressEarly Stress

Early StressEarly Stress
This picture demonstrates how toxic stress (in this
case, via extreme neglect) early in life can change
physical brain architecture.

Docosahexaenoic (DHA) AcidDocosahexaenoic (DHA) Acid
and Cognition throughout theand Cognition throughout the
LifespanLifespan

 Docosahexaenoic acid (DHA) is the predominantDocosahexaenoic acid (DHA) is the predominant
omega-3 (n-3) polyunsaturated fatty acid (PUFA)omega-3 (n-3) polyunsaturated fatty acid (PUFA)
found in the brain and can affect neurologicalfound in the brain and can affect neurological
function by modulating signal transductionfunction by modulating signal transduction
pathways, neurotransmission, neurogenesis,pathways, neurotransmission, neurogenesis,
myelination, membrane receptor function, synapticmyelination, membrane receptor function, synaptic
plasticity, neuroinflammation, membrane integrityplasticity, neuroinflammation, membrane integrity
and membrane organization. DHA is rapidlyand membrane organization. DHA is rapidly
accumulated in the brain during gestation and earlyaccumulated in the brain during gestation and early
infancy, and the availability of DHA via transferinfancy, and the availability of DHA via transfer
from maternal stores impacts the degree of DHAfrom maternal stores impacts the degree of DHA
incorporation into neural tissues.incorporation into neural tissues. Nutrients. 2016 Feb; 8(2): 99.Nutrients. 2016 Feb; 8(2): 99.

 DHA is necessary for the growth and maturation of anDHA is necessary for the growth and maturation of an
infant’s brain and retina, DHA is essential for humansinfant’s brain and retina, DHA is essential for humans
since it cannot be synthesized efficiently. Thissince it cannot be synthesized efficiently. This
particular point needs to be stressed in that when DHAparticular point needs to be stressed in that when DHA
is needed in large amounts, such as during rapidis needed in large amounts, such as during rapid
phases of brain growth, it needs to be consumed viaphases of brain growth, it needs to be consumed via
external sources.external sources.
 Furthermore, synthesis of DHA from its precursors inFurthermore, synthesis of DHA from its precursors in
the fetus and placenta is insufficient to meet thethe fetus and placenta is insufficient to meet the
demand of rapidly developing neural tissues requiringdemand of rapidly developing neural tissues requiring
the delivery of maternal DHA stores via placentalthe delivery of maternal DHA stores via placental
transfer and mother’s milk during pregnancy andtransfer and mother’s milk during pregnancy and
after birth, respectively. Therefore, the adequateafter birth, respectively. Therefore, the adequate
supply of DHA to the developing brain is largelysupply of DHA to the developing brain is largely
dependent on the dietary intake of the mother, anddependent on the dietary intake of the mother, and
this supply is very important to the cognitivethis supply is very important to the cognitive
development of the progeny.development of the progeny.
 Nutrients. 2016 Feb; 8(2): 99.Nutrients. 2016 Feb; 8(2): 99.

 High DHA concentrations in breast milk have beenHigh DHA concentrations in breast milk have been
associated with several brain-related positive healthassociated with several brain-related positive health
benefits in infants. These associations include abenefits in infants. These associations include a
better ability to adjust to changes in surrounding,better ability to adjust to changes in surrounding,
better mental development, improved hand-eyebetter mental development, improved hand-eye
coordination, better attention scores and memorycoordination, better attention scores and memory
performance later in life.performance later in life.
 PUFA supplementation of infant formula is anPUFA supplementation of infant formula is an
effective means to realize the benefits of breast milkeffective means to realize the benefits of breast milk
in infants who are not able to be breastfed. Forin infants who are not able to be breastfed. For
example, a 2007 meta-study summarized severalexample, a 2007 meta-study summarized several
RCTs that had examined PUFA supplementation ofRCTs that had examined PUFA supplementation of
term infants and found a consistent association ofterm infants and found a consistent association of
DHA (and ARA) supplementation with beneficialDHA (and ARA) supplementation with beneficial
effects on visual development in the first year of life.effects on visual development in the first year of life.
 Nutrients. 2016 Feb; 8(2): 99.Nutrients. 2016 Feb; 8(2): 99.

 Natural vitamin E in combination withNatural vitamin E in combination with
lutein at low molar concentrations (naturallutein at low molar concentrations (natural
vitamin E 15vitamin E 15 μμM and Lutein .32 nM)M and Lutein .32 nM)
reduced malondialdehyde (MDA) levels, areduced malondialdehyde (MDA) levels, a
lipid peroxide, in primary neuronal celllipid peroxide, in primary neuronal cell
membranes. These levels, may reflectmembranes. These levels, may reflect
physiologic cell concentrations, suggestingphysiologic cell concentrations, suggesting
this combination protects the beneficial DHAthis combination protects the beneficial DHA
in brain neurons.in brain neurons.

 α-Tocopherol and lutein are lipid, chain-α-Tocopherol and lutein are lipid, chain-
breaking antioxidants found together with DHAbreaking antioxidants found together with DHA
in cell membranes and are localized to brainin cell membranes and are localized to brain
regions responsible for learning and memory.regions responsible for learning and memory.
 The effects of RRR-α-tocopherol (natural form ofThe effects of RRR-α-tocopherol (natural form of
vitamin E) and lutein (common dietaryvitamin E) and lutein (common dietary
carotenoid, is another potentially influentialcarotenoid, is another potentially influential
nutrient with regard to brain health andnutrient with regard to brain health and
cognitive function. It is well established thatcognitive function. It is well established that
lutein is transported across the blood–brainlutein is transported across the blood–brain
barrier where it accumulates in the macula andbarrier where it accumulates in the macula and
other neural tissues) on the oxidation ofother neural tissues) on the oxidation of DHA inDHA in
brain cells.brain cells.

 Cells that were treated with DHA aloneCells that were treated with DHA alone
experienced an increase in MDA levels, as MDAexperienced an increase in MDA levels, as MDA
is produced naturally when polyunsaturatedis produced naturally when polyunsaturated
lipids like DHA are oxidized. Cells treated withlipids like DHA are oxidized. Cells treated with
natural vitamin E at a higher concentration (45natural vitamin E at a higher concentration (45
μM) reduced MDA levels 57% (p<0.001).μM) reduced MDA levels 57% (p<0.001).
Combining lower concentrations of naturalCombining lower concentrations of natural
vitamin E (15 μM) and lutein (0.32 nM)vitamin E (15 μM) and lutein (0.32 nM)
significantly reduced MDA levels 57% (p<0.05),significantly reduced MDA levels 57% (p<0.05),
whereas each nutrient alone at thesewhereas each nutrient alone at these
concentrationsconcentrations had no effecthad no effect..
 Vazhappilly R., Lai C., Kuchan M. Effect of Lutein and A-Tocopherol on DHA Peroxidation in Primary Cortical Neurons.Vazhappilly R., Lai C., Kuchan M. Effect of Lutein and A-Tocopherol on DHA Peroxidation in Primary Cortical Neurons.

 Studies also have found that the infant brainStudies also have found that the infant brain
preferentially accumulates natural vitamin Epreferentially accumulates natural vitamin E
over synthetic vitamin E. Natural vitamin E isover synthetic vitamin E. Natural vitamin E is
found in parts of the brain that are linked tofound in parts of the brain that are linked to
memory, vision and language development.memory, vision and language development.
 ““Not all forms of vitamin E are equal,” "Since,Not all forms of vitamin E are equal,” "Since,
natural and synthetic vitamin E arenatural and synthetic vitamin E are
structurally different. Natural vitamin E, orstructurally different. Natural vitamin E, or
RRR-trocopherol, is more biologically activeRRR-trocopherol, is more biologically active
than the synthetic forms of vitamin E, whichthan the synthetic forms of vitamin E, which
are typically found in fortified foods andare typically found in fortified foods and
supplements.”supplements.”

 Combining the natural form ofCombining the natural form of
vitamin E and lutein has beenvitamin E and lutein has been
shown to work together toshown to work together to
prevent oxidation of DHA, anprevent oxidation of DHA, an
important nutrient thatimportant nutrient that
supports brain development.supports brain development.

It is easier to build strongbuild strong
childrenchildren than to repairrepair
broken menbroken men.
Frederick DouglassFrederick Douglass

BRAIN DEVELOPMENT K SAADBRAIN DEVELOPMENT K SAAD
23-Feb-1823-Feb-18

Infant brain development

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