Shaping Brains & Building Character
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Brain development in children. How can educators, caregivers, providers and family members support our children's development. Learn how we develop character, how our brains respond to experiences.
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prenatal, infancy and toddlerhood
The document discusses prenatal development from conception through birth. It describes the stages of development from zygote to embryo to fetus. It outlines physical changes that occur each month and discusses fetal circulation, movement, and viability. The document also discusses adjustments during infancy, including temperature regulation, breathing, sucking/swallowing, and elimination. Cognitive functions like reflexes and Piaget's sensorimotor stage are covered. Emotions and social/moral development in newborns are also summarized.
Physical development of infants and toddlers part 1
Cephalocaudal and proximodistal trends describe fetal and early infant development, with the head and upper body developing before the lower body. From 5 months of gestation to birth, the fetus grows outward from the body. In the first month after birth, infants gain better muscular control of their trunk and arms before their hands and fingers. It is normal for babies to lose 5-10% of their birth weight in the first couple weeks as breastfed babies are typically heavier than bottle-fed babies in the first 6 months. Myelination, the process of axons becoming insulated, begins before birth and continues after, increasing neural signal speed. A newborn's brain is 25% of its adult size
Growth & Development - New Born
Newborn babies rely on reflexes in their first months as their primary means of interacting with the world. Key reflexes include sucking when their mouth is touched, turning their head towards touch on their cheek, extending and bending their arms in response to head turns, and throwing out their limbs when startled. These reflexes help with feeding and eventually fade as purposeful movements emerge. Newborns also respond to voices and sounds while spending much of their day sleeping. Crying is their main form of communication at this stage.
Early brain development
This presentation provides a brief overview of early brain development with links made to early years practice. Questions are included to help practitioners reflect on their role in helping to positively influence early brain development.
1st Trimester milestones
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Lecture 5. Neonatal reflexes
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Primitive or neonatal reflexes are involuntary movements in newborn babies that are mediated by the extrapyramidal functions in the central nervous system. Some key reflexes include the rooting reflex, sucking reflex, Moro reflex, and tonic neck reflex. These reflexes normally disappear as the frontal lobes and pyramidal tracts develop between 3-6 months of age. Persistent primitive reflexes beyond typical ages of integration may indicate neurological damage or delays in central nervous system development.Education 1 : Brain development
The document summarizes brain development from conception through adulthood. It notes that brain development begins at conception and continues throughout life, and may be affected by sensory experiences. Early childhood sees rapid changes in brain size and structure as the brain prepares to learn. Neglect and abuse can impact the development of areas like the frontal lobe. During adolescence, the brain undergoes pruning and continued myelination, while the amygdala develops emotional processing before the frontal lobe. Both genetics and the environment influence how genes express themselves in the developing brain.
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prenatal, infancy and toddlerhood
The document discusses prenatal development from conception through birth. It describes the stages of development from zygote to embryo to fetus. It outlines physical changes that occur each month and discusses fetal circulation, movement, and viability. The document also discusses adjustments during infancy, including temperature regulation, breathing, sucking/swallowing, and elimination. Cognitive functions like reflexes and Piaget's sensorimotor stage are covered. Emotions and social/moral development in newborns are also summarized.
Physical development of infants and toddlers part 1
Cephalocaudal and proximodistal trends describe fetal and early infant development, with the head and upper body developing before the lower body. From 5 months of gestation to birth, the fetus grows outward from the body. In the first month after birth, infants gain better muscular control of their trunk and arms before their hands and fingers. It is normal for babies to lose 5-10% of their birth weight in the first couple weeks as breastfed babies are typically heavier than bottle-fed babies in the first 6 months. Myelination, the process of axons becoming insulated, begins before birth and continues after, increasing neural signal speed. A newborn's brain is 25% of its adult size
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Newborn babies rely on reflexes in their first months as their primary means of interacting with the world. Key reflexes include sucking when their mouth is touched, turning their head towards touch on their cheek, extending and bending their arms in response to head turns, and throwing out their limbs when startled. These reflexes help with feeding and eventually fade as purposeful movements emerge. Newborns also respond to voices and sounds while spending much of their day sleeping. Crying is their main form of communication at this stage.
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Primitive or neonatal reflexes are involuntary movements in newborn babies that are mediated by the extrapyramidal functions in the central nervous system. Some key reflexes include the rooting reflex, sucking reflex, Moro reflex, and tonic neck reflex. These reflexes normally disappear as the frontal lobes and pyramidal tracts develop between 3-6 months of age. Persistent primitive reflexes beyond typical ages of integration may indicate neurological damage or delays in central nervous system development.Education 1 : Brain development
The document summarizes brain development from conception through adulthood. It notes that brain development begins at conception and continues throughout life, and may be affected by sensory experiences. Early childhood sees rapid changes in brain size and structure as the brain prepares to learn. Neglect and abuse can impact the development of areas like the frontal lobe. During adolescence, the brain undergoes pruning and continued myelination, while the amygdala develops emotional processing before the frontal lobe. Both genetics and the environment influence how genes express themselves in the developing brain.
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The document discusses the three trimesters of pregnancy. It notes that fertilization occurs when the egg and sperm meet in the fallopian tubes, and it takes about two weeks to know if the egg is fertilized. The first trimester involves development of the placenta and basic body structures. The second trimester sees the fetus grow to about 25 cm and develop features like eyebrows. The third trimester involves rapid growth and strengthening of bones and muscles until birth.
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- During the first year, an infant's physical growth includes doubling their birth weight by 5-6 months and tripling it by 12 months. Key milestones are sitting without support by 6 months and crawling by 8 months.
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- Proper care of an infant focuses on their emotional, biological, and developmental needs through responsive caregiving and adequate nutrition.
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Fetal development
During ovulation, which typically occurs 11-21 days after a woman's period ends, an egg is released from the ovaries. If sperm penetrate an egg in the fallopian tubes, conception occurs and the fertilized egg begins dividing as it travels down the fallopian tube. By 6-12 days after conception, the blastocyst implants in the uterine lining and the embryonic stage begins. Over the following weeks, all major organs develop as the embryo grows and differentiates into a fetus. By week 40, considered full term pregnancy, the fetus is ready for birth, weighing around 6.75-10 pounds.
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imitation. Then describe how those activities support the child’s development?
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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
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, 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.
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‹
1/4
›
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synapses
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Chapter 5QUESTION 1. If our sensory system receives in.docx
Chapter 5
QUESTION 1
.
If our sensory system receives information from the environment, this is called:
.
absolute threshold
difference threshold
Perception
Sensation
.
10 points
QUESTION 2
.
When our brain organizes and interprets sensory information that is called:
.
difference threshold
Perception
Sensation
absolute threshold
.
10 points
QUESTION 3
.
If we want to define a stimulus as subliminal, what is the percent of time we would perceive it?
.
less than 50%
100%
more than 50%
Never
.
10 points
QUESTION 4
.
Which receptor in the eye is responsible for perceiving color?
.
optic nerve
rods
cones
.
10 points
QUESTION 5
.
If it is dark out, our eyes make use of what receptors to help us to see - especially in our periphery.
.
optic nerve
cones
rods
.
10 points
QUESTION 6
.
Which of the following would not be a good example of sensory adaptation?
.
Bill puts on more cologne even though he already did because he can't smell it
Pat gets into the hot tub slowly because it is hot, but the water quickly cools. Pat is surprised when Alex, who is just getting in, comments on how hot the water is.
Stacy does not notice the airplanes that fly over her apartment regularly
People with anosmia do not perceive the smells in their environment
.
10 points
QUESTION 7
.
When we look at the world around us, we process color, movement, form and depth. This processing is called:
.
dual processing
Gestalt processing
parallel processing
visual processing
.
10 points
QUESTION 8
.
Dylan looks out his dad's fourth floor office window and wonders why there are a bunch of matchbox cars outside. He asks if he can go play with them. We can conclude that Dylan is missing which perceptual ablity:
.
size constancy
shape constancy
monocular cues
binocular cues
.
10 points
QUESTION 9
.
What effect does experience have on how we perceive the world?
.
None, we all perceive the world similarly
It guides our perceptual interpreations
It allows us to see depth and movement
.
10 points
QUESTION 10
.
Which of the following is NOT a touch sensation?
.
wetness
pain
pressure
temperature
.
10 points
QUESTION 11
.
Researchers have been able to replicate ESP effects under controlled conditions.
.
True
.
False
Chapter 8
QUESTION 1
.
What is the term for how we simplify and order the world around us using mental groupings of similar objects, events or ideas?
.
prototypes
framing
concepts
cognition
.
10 points
QUESTION 2
.
When I am struggling to come up with a solution to a problem, occasionally I have a a sudden inspiration that allows me to solve my problem. This is referred to as:
.
heuristic
framing
insight
algorithm
.
10 points
QUESTION 3
.
Fast, automatic, unreasoned thinking refers to which of the following?
.
framing
intuition
algorithm
insight
.
10 points
QUESTION 4
.
When I am.
comment on these student posts- paragraph eachStudent 1 .docx
comment on these student posts- paragraph each
Student 1 Stacia
The brain
The brain develops at an unbelievable rate from infancy into the toddler age. The brain consists of microscopic brain cells and the cerebral cortex. The cerebral cortex is the most complex brain structure. It is responsible for our intelligence. Within the brain are neurons that store and transmit information.
Growth of infant brain.
During the prenatal period, neurons are produced in the embryo’s neural tube. They then move to form other parts of the brain. They eventually form fibers and synaptic connections with other cells. In infancy and toddlerhood, the neural fibers increase tremendously. The neurons are stimulated from input and form communication systems that support complex abilities. The stimulation results in synapses that ensure children obtain motor, cognitive, and social skills. A child’s brain needs to be appropriately stimulated during the formation of synapses.
Physical growth.
Different parts of the body grow at different rates. The cephalocaudal trend and the proximodistal trend. The cephalocaudal trend is when the head develops more quickly than the lower half of the body. At birth, the head is most of a child’s body length. The rest of the body eventually catches up. The proximodistal trend is defined as growth from the center of the body and out. In infancy and early childhood, arms and legs grow ahead of hands and feet.
Brain Plasticity.
Plasticity is a basic property of the nervous system. Synaptic connections support brain plasticity. Within the first years of life, the brain is very plastic. This means than it is able to reorganize, something that mature brain cannot do as well. Essentially, brain injury after this time is less likely to yield improvements but with it is possible with practicing relevant tasks.
Experience-expectant versus experience-dependent brain growth.
Experience-expectant brain growth is the young brains developing organization that depends on ordinary experiences and opportunities to explore the environment, interact with people, and to hear sounds. The brains of all young children “expect” to encounter experiences and grow. Experience-dependent brain growth happens throughout life and the refinement of existing brain structures from learning experiences.
Student 2 Lisa
To new parents having a new baby can bring a lot of worries about everything regarding health and development. Brain development is one of the major concerns when it comes to the baby. The brain is one of the most important parts of the body and as a baby it continues to develop. At the beginning of the infancy the neural fibers and synapses increase rapidly as they grow (Berk, Meyers, 2015-03-01). This just means that all the parts of the brain are doing everything it needs to do and growing the way it should. If this is happening in the brain then the baby will grow and develop by all the milestones.
Each ...
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Life span development
1. Life Span Development One to Fifteen Months
2. Learning Objectives
3. The growth and development of a child during the first year of life is dramatic.
4. Growth During the First Year
5. Average Lengths and Weights 0-12 months
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Brain Development powerpoint for Child Development Associate (CDA) Class. Focuses on infant and young child brain development.
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During the first trimester, the sperm and egg unite and begin to develop the placenta and basic organs and features by 8 weeks. In the second trimester, the baby's movements become more coordinated and detectable, and features like fingers, toes, and sex become apparent between 13-22 weeks. In the third trimester, the baby gains weight, bones harden, lungs mature, and positioning occurs for birth from 28 weeks until birth at 40 weeks.
growth and development of infant
- An infant is defined as a baby between 28 days and 1 year old.
- During the first year, an infant's physical growth includes doubling their birth weight by 5-6 months and tripling it by 12 months. Key milestones are sitting without support by 6 months and crawling by 8 months.
- An infant's development encompasses motor, sensory, cognitive, language, and psychosocial growth. Notable developments are grasping objects by 4 months, understanding object permanence by 8 months, and saying their first word by 12 months.
- Proper care of an infant focuses on their emotional, biological, and developmental needs through responsive caregiving and adequate nutrition.
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This document provides an overview and updates for GBC Children's Ministries annual refresher training. It discusses the ministry's vision, current structure with overseeing pastor Josh Matthews and coordinator Tré Wilbanks. Proposed changes include adding co-leaders and committing teachers and helpers to specific classes. The document also reviews curriculum updates, emergency evacuation procedures, bathroom policies, announcements and any questions.
Fetal development
During ovulation, which typically occurs 11-21 days after a woman's period ends, an egg is released from the ovaries. If sperm penetrate an egg in the fallopian tubes, conception occurs and the fertilized egg begins dividing as it travels down the fallopian tube. By 6-12 days after conception, the blastocyst implants in the uterine lining and the embryonic stage begins. Over the following weeks, all major organs develop as the embryo grows and differentiates into a fetus. By week 40, considered full term pregnancy, the fetus is ready for birth, weighing around 6.75-10 pounds.
Rhythmic movement training
Rhythmic Movement Training (RMT) includes specific rhythmic movements which imitate instinctual baby movements, to stimulate new connections being made in the brain in order to help the brain and nervous system mature and integrate primitive infant reflexes. RMT orginated in Stockholm, Sweden by Kerstin Linde in the 1970s when she began using movements with a rhythmic element for people with developmental and movement challenges. Kerstin Linde devised a series of movements based on what infants typically instinctively do in the first few months of life to integrate their primitive reflexes. Integrating primitive reflexes through these instinctual baby movements is found to lay critical foundations in the nervous system such as related to development, learning, coordination, behaviour, posture, regulation of emotions, etc. This rhythmic movement program was further developed by psychiatrist Dr. Blomberg, MD, of Stockholm, Sweden who noticed that these movements had a positive impact on social, emotional and cognitive functions of his patients; he studied with other leading specialists in neuro-development to understand why and used this work in his psychiatric practice for many years. Dr. Blomberg developed a formal program including rhythmic movements. The movements included in the program are similar to the movements which a baby uses to integrate his or her infant reflexes. He currently teaches this work under his organization called Blomberg Rhythmic Movement Training (BRMT). This rhythmic movement program was also further developed by Moira Dempsey who has expanded theory and movement manuals and continues to teach this work around the world. Moira founded the organization called Rhythmic Movement Training International (RMTi)
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This document provides a summary of key information about brain development in young children. It discusses the importance of meeting children's basic needs for safety, love, and modeling in order to support healthy development of the brain. Specific recommendations are provided to support development in four key areas: nutrition, movement/senses, seeing/remembering/imagining, and listening/talking. Meeting children's needs and providing stimulating experiences is essential for building strong brain connections early in life.
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The document discusses domains of child development including cognitive, motor, language, and social/emotional development and provides tips and strategies for caregivers to promote healthy development in each of these domains, with a focus on the importance of social/emotional skills like attachment, empathy, emotion regulation, and relationship building. Key aspects of development like language, cognitive abilities, and the role of the early social environment and brain development are also addressed.
Strategies for Understanding and Working with Trauma Survivors
Strategies for Understanding and Working with Trauma SurvivorsDeCoteau Trauma-Informed Care and Practice PLLC
Attachment forms through attuned interactions between infants and their caregivers. Secure attachment provides children with safety and trust, forming the basis for future relationships, self-worth, resilience to stress, and emotional regulation. Trauma and neglect can disrupt attachment, affecting brain development and increasing risks for mental and physical health issues. Trauma-informed care aims to repair attachment injuries by focusing on safety, connections, and managing emotions through empathic, regulated interactions.Human Development-Chapter 7-Physical Development of Infants
This document provides an overview of physical development in infants during the first year. It discusses growth in areas such as weight, length, motor skills, senses, and health. The development follows basic patterns from head to toe, near to far, and simple to complex movements. Caregivers can support healthy development by meeting nutritional needs, ensuring safety, responding to cries, and attending regular checkups.
The SMARTest Device: The Brain, Integrative Learning and Building Resilience
Morgan P. Appel is the Assistant Dean of Education and Community Outreach at UC San Diego Extension. This presentation contains information and resources about neuroscience, education, trauma-informed practices, and building resilience that are relevant for supporting students impacted by adversity or trauma. The document emphasizes the importance of relationships, consistency, safety, empowerment and enhancing self-regulation to create trauma-sensitive learning environments where all students can thrive.
Unlocking learner motivation in the era of digital natives
For all the focus on "EdTech" in the classroom, little work has been done, leveraging technology outside the classroom. Teens, in particular, could benefit from new approaches in this area. What are the best formats; how can we motivate self-learning; and what is best done outside, vs. inside, the classroom?
Chapter 5QUESTION 1. If our sensory system receives in.docx
Chapter 5
QUESTION 1
.
If our sensory system receives information from the environment, this is called:
.
absolute threshold
difference threshold
Perception
Sensation
.
10 points
QUESTION 2
.
When our brain organizes and interprets sensory information that is called:
.
difference threshold
Perception
Sensation
absolute threshold
.
10 points
QUESTION 3
.
If we want to define a stimulus as subliminal, what is the percent of time we would perceive it?
.
less than 50%
100%
more than 50%
Never
.
10 points
QUESTION 4
.
Which receptor in the eye is responsible for perceiving color?
.
optic nerve
rods
cones
.
10 points
QUESTION 5
.
If it is dark out, our eyes make use of what receptors to help us to see - especially in our periphery.
.
optic nerve
cones
rods
.
10 points
QUESTION 6
.
Which of the following would not be a good example of sensory adaptation?
.
Bill puts on more cologne even though he already did because he can't smell it
Pat gets into the hot tub slowly because it is hot, but the water quickly cools. Pat is surprised when Alex, who is just getting in, comments on how hot the water is.
Stacy does not notice the airplanes that fly over her apartment regularly
People with anosmia do not perceive the smells in their environment
.
10 points
QUESTION 7
.
When we look at the world around us, we process color, movement, form and depth. This processing is called:
.
dual processing
Gestalt processing
parallel processing
visual processing
.
10 points
QUESTION 8
.
Dylan looks out his dad's fourth floor office window and wonders why there are a bunch of matchbox cars outside. He asks if he can go play with them. We can conclude that Dylan is missing which perceptual ablity:
.
size constancy
shape constancy
monocular cues
binocular cues
.
10 points
QUESTION 9
.
What effect does experience have on how we perceive the world?
.
None, we all perceive the world similarly
It guides our perceptual interpreations
It allows us to see depth and movement
.
10 points
QUESTION 10
.
Which of the following is NOT a touch sensation?
.
wetness
pain
pressure
temperature
.
10 points
QUESTION 11
.
Researchers have been able to replicate ESP effects under controlled conditions.
.
True
.
False
Chapter 8
QUESTION 1
.
What is the term for how we simplify and order the world around us using mental groupings of similar objects, events or ideas?
.
prototypes
framing
concepts
cognition
.
10 points
QUESTION 2
.
When I am struggling to come up with a solution to a problem, occasionally I have a a sudden inspiration that allows me to solve my problem. This is referred to as:
.
heuristic
framing
insight
algorithm
.
10 points
QUESTION 3
.
Fast, automatic, unreasoned thinking refers to which of the following?
.
framing
intuition
algorithm
insight
.
10 points
QUESTION 4
.
When I am.
comment on these student posts- paragraph eachStudent 1 .docx
comment on these student posts- paragraph each
Student 1 Stacia
The brain
The brain develops at an unbelievable rate from infancy into the toddler age. The brain consists of microscopic brain cells and the cerebral cortex. The cerebral cortex is the most complex brain structure. It is responsible for our intelligence. Within the brain are neurons that store and transmit information.
Growth of infant brain.
During the prenatal period, neurons are produced in the embryo’s neural tube. They then move to form other parts of the brain. They eventually form fibers and synaptic connections with other cells. In infancy and toddlerhood, the neural fibers increase tremendously. The neurons are stimulated from input and form communication systems that support complex abilities. The stimulation results in synapses that ensure children obtain motor, cognitive, and social skills. A child’s brain needs to be appropriately stimulated during the formation of synapses.
Physical growth.
Different parts of the body grow at different rates. The cephalocaudal trend and the proximodistal trend. The cephalocaudal trend is when the head develops more quickly than the lower half of the body. At birth, the head is most of a child’s body length. The rest of the body eventually catches up. The proximodistal trend is defined as growth from the center of the body and out. In infancy and early childhood, arms and legs grow ahead of hands and feet.
Brain Plasticity.
Plasticity is a basic property of the nervous system. Synaptic connections support brain plasticity. Within the first years of life, the brain is very plastic. This means than it is able to reorganize, something that mature brain cannot do as well. Essentially, brain injury after this time is less likely to yield improvements but with it is possible with practicing relevant tasks.
Experience-expectant versus experience-dependent brain growth.
Experience-expectant brain growth is the young brains developing organization that depends on ordinary experiences and opportunities to explore the environment, interact with people, and to hear sounds. The brains of all young children “expect” to encounter experiences and grow. Experience-dependent brain growth happens throughout life and the refinement of existing brain structures from learning experiences.
Student 2 Lisa
To new parents having a new baby can bring a lot of worries about everything regarding health and development. Brain development is one of the major concerns when it comes to the baby. The brain is one of the most important parts of the body and as a baby it continues to develop. At the beginning of the infancy the neural fibers and synapses increase rapidly as they grow (Berk, Meyers, 2015-03-01). This just means that all the parts of the brain are doing everything it needs to do and growing the way it should. If this is happening in the brain then the baby will grow and develop by all the milestones.
Each ...
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Living with children who have experienced severe neglect and maltreatment is often confusing because their behaviour is erratic and challenging.
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This presentation looks at trauma, the brain, belief formation, sensory triggers, truth telling and the need to future proof.
Limbic System And Emotional Intelligence
The document discusses the limbic system and emotional brain development. It notes that the limbic system, located in the middle of the brain, is specialized for emotional matters. Early emotional experiences form a template that strongly influences later emotional development and brain organization. The limbic system and prefrontal lobes develop pathways that provide the framework for emotional intelligence, which starts developing very early in life and is influenced by a child's emotional environment and their basic needs for love, attachment, attunement, soothing, and appropriate boundaries being met.
Assignment DetailsOpen DateApr 2, 2018 1205 AM.docx
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 ...
Caring for my brain and taking control study blog copy
1. The document discusses how taking care of one's brain through proper nutrition, sleep, and stress management is important for learning.
2. It explains that the brain needs specific nutrients found in foods like fish, eggs, beans, and berries to support memory, concentration, and alertness.
3. Adequate sleep is also highlighted as being essential for consolidating learning, turning short-term memories into long-term ones, and maintaining mental and physical health.
4. Stress is described as potentially overwhelming and impairing one's ability to learn, so the document provides some stress relief strategies.
Review lecture 5 chapter 5
This document discusses the physical, motor, sensory, and cognitive development of infants. It covers how an infant's body size, brain, senses, motor skills develop in the first years of life. It also addresses important public health measures for infants such as immunizations, breastfeeding, nutrition and reducing SIDS. Close monitoring of development is important in infancy as this is a critical period where experiences shape brain growth and long-term outcomes.
SI training may17
This document discusses sensory processing and how Catcote Academy in the UK has evolved its approach over the last 5 years. It explains that sensory processing involves taking in sensory information from the environment and organizing it meaningfully. Some students may be sensory seekers or avoiders. The academy now aims to meet individual student needs throughout the day rather than during dedicated "sensory sessions." Examples are provided of how sensory techniques have helped three students. A variety of sensory equipment is demonstrated, such as ear defenders, compression vests, body socks, fidget toys, bean bags, and therapy balls. Participants are challenged to generate uses for dry pasta as a sensory tool.
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Shaping Brains & Building Character
- 1. Shaping Brains Building Character Caring for our babies prenatal onward Shaping brains through experience and relationships Lindsay AP Dickinson, BS
- 2. Character building begins in our infancy and continues until death ~Eleanor Roosevelt IS IT POSSIBLE TO SPOIL A BABY....?
- 3. Temperment TraitActivity level Biological rhythms Approach/Withdrawal Mood Intensity of reaction Sensitivity Adaptability Distractibility Persistence Temperment Types Flexible (Easy) + Regular rhythms + Positive mood + Adaptability + Low intensity + Low sensitivity Fearful (Slow-to-warm -up) + Adapt slowly + Withdraw Feisty (Difficult) + Active Intense + Distractible + Sensitive + Irregular &Moody
- 4. Experiences & Relationships What are Experiences? How do Experiences impact Relationships? How do the two help the brain grow? HOW OUR BRAINS GROW THROUGH EXPERIENCES
- 5. Action generates memory, memory generates desire and desire generates action again ~Deepak Chopra
- 6. How We Shape Our Children's Brains Experiences and relationships in the first three years of life literally shape the brain and lay the foundation for all future learning and development The Amazing Brains of Babies Video: https://www.youtube.com/watch?v=ltyXTfwG_78 Neurons – Experience Expectant & Experience Dependent What is Fast Mapping 5 Min Break
- 7. How do Experiences impact Relationships? What is relationship? Serve & Return How do our experiences impact our relationships with our babies in our lives? Need to survive & thrive – Discussion Cry it out Spoiling a baby https://www.youtube.com/watch?v=RVGvCaiy7zg https://vimeo.com/99851077 Ignoring the call to action
- 8. Experiences and the Brain Experiences and relationships in the first three years of life literally shape the brain and lay the foundation for all future learning and development A baby’s brain organizes each experience daily. As we organize cell phone apps, babies take their information received and place it into files What ever is used most, becomes their “most recent” or “favorite” in the Experiences. This is for anything negative or positive Pruning nightly
- 9. VIDEO & ACTIVITY https://vimeo.com/103169425 Video: Brain Development A child’s brain undergoes an amazing period of development from birth to three—producing more than a million neural connections each second (Video provided by www.ZerotoThree.org ) Anxiety, Fear and Toxic Stress Ball of yarn (Prunning)
- 10. Stages for a developing baby into our world Prenatal Care Environment for new baby Experiences Relationships Whole Child Development