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Brain Development in Children
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Introduction
For a parent or an educator, we have always hoped to bring out the best in our children and fully develop their special gift or talent. It is common that parents respond to the programmes based on advertisements and testimonials on how a certain type of teaching method will help to develop their child’s cognitive potential. However it could be interesting to read more on the brain development research and understand how the brain actually develops and is stimulated.
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Common brain development techniques in Singapore
In the December 2005 issue of the “DARE” magazine, Asiya Bakht discusses on the various brain development techniques available in Singapore for parents who are keen to enhance their child’s potential on techniques which claimed to enhance a child’s innate capabilities. Four common methods are discussed in the article: Shichida Method, Glenn Doman, Brain Gym and Growing Up Gifted. You may like to grab a copy and read more about the workings, pros and cons and testimonials of parents with children in the respective programmes.
The sgParenting Forum also has a good thread of discussions on the different methods. |
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Early brain development
So what is exactly in the baby’s brain as she arrives to this world? According to the Sharon Begley (1996) in an article “Your Child’s Brain”, a baby arrives to the world with a jumble of neurons in the brain, ready to be woven into a mind. Neurons are integrated into the circuitry of the brain by connecting to other neurons when they are used, and die off when they are unused. Connections are made as she interacts with the environment. For example, as the baby looks at you a neuron from her retina makes a connection with that in her brain’s visual cortex; as you gently speak to her neurons from her ears start hardwiring connections to the auditory cortex.
Advances in brain science understanding are reshaping debates on “nature” or “nurture”, as researchers have now move towards a consensus that how a brain develops actually hinges in a complex and dynamic interplay between the genes she is born with and the experiences she has after birth (Murray). Early interactions and stimulation not only creates a favorable context for early development and learning but also help form the child’s brain circuits to gear towards outstanding performance in music and math, language and emotion. |
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Development of the Cerebral Cortex
The cerebral cortex is the most complex brain structure that accounts of 85% of the brain’s weight. It is divided into 4 lobes – frontal lobe, temporal lobe, parietal lobe and occipital lobe, each contains a region with specific functions such as receiving sensory information, body movement and coordination and thinking (Berk, 2003).
The cerebral cortex has two hemispheres, the left and the right hemisphere. Each hemisphere receives sensory information from their opposite side of the body. For right-handers the left hemisphere handles verbal abilities and positive emotions, while the right hemisphere is responsible for spatial and negative emotions. As for left-handers, the pattern may be reversed and the cortex is less clearly specialized. Most left-handers have shown great skills in mathematics while some may have developed mental problems.
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Specialization of the brain is called lateralization. A lateralized brain is more adaptive than if both sides processed information in the same way as it permits a wider range of functions to be carried. Thus whole brain development is important.
As mentioned by Laura Berk (2003), each hemisphere is better than the other in the following ways.
Left Brain |
Right Brain |
Step by Step |
Simultaneous |
Recognises parts |
Recognises whole |
Good at naming words |
Forms visual images |
Verbal |
Non-verbal |
Logical |
Intutitive/Emotional |
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Critical Periods vs Sensitive Periods
Two terms often mentioned in brain development research are critical periods and sensitive periods.
A critical period refers to the limited time span during which the child is biologically prepared to acquire certain adaptive behaviors but needs the support of an appropriate environment. In an experiment carried out by Torsten Wiesel and David Hubel, it was discovered that sewing shut one eye of a newborn kitten rewired its brain: the animal was blind even after its eye was reopened as there are few neurons connected from the shut eye to the visual cortex during this critical period, whereas adult cats whose eyes were shut did not cause such rewiring (Begley, 1996).
A sensitive period is a time that is optimal for certain capabilities to emerge because the individual is especially responsive to environmental influences. Development may still occur later but it is harder to induce. This time frame is also referred as the window of opportunity.
Thus it is important to expose the child to the right window of opportunity at the time in order to maximize their potential.
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Findings of Brain Research
As music seem to have enhances spatial intelligence, exercise also add juices up to the brain, feeding it with nutrients in the form of glucose and increasing nerve connections, all of which makes it easier for all ages to learn. Thus children need to be physically involved in classroom, not sitting quietly in their seats memorizing subtraction tables. Knowledge is retained longer if children connect not only aurally but emotionally and physically to the material. Worksheets should only serve as a reinforcement purpose.
According to Hadi Muhd Chua, pioneers of Brain Gym in Singapore, he relates his programme “This technique involves a series of exercises through which the brain is stimulated. The activities are effective because they address specific movements on which auditory, visual and tactile skills depend. Academic success depends on having these auditory and other skills in place.”
How can caregivers and parents nurture positive brain development?
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1. Give consistent loving care
Children raised in a loving setting will learn to love. Researchers have consistently found that successful adults have had at least one stable, supportive relationship with an adult during their childhood.
2. Touch infants
Research has shown that massaging premature infants help them gain weight be more alert and cry less. Being near the mother's heart can also improve growth and save medical costs for premature infants.
3. Pay attention to hearing and language
Talking to the baby like naming what you are doing and items will help to increase the vocabulary. Repetition also forms connections. Pay attention to any hearing problems the baby might have.
4. Watch babies at 2 - 4 months
Each neuron is attaching to 15,000 other neurons during the first months. The development of vision peaks at 8 months. Watch the health of the eyes to assure babies are taking in the colors, faces, and shapes around them.
5. Grab opportunities for teaching
Every day offers windows of learning for children. When you are fixing dinner, let toddlers play with plastic dishes. When you drive in the car, point out things like trees, cars, big trucks, and stop signs.
6. Use music because it relates to math skills
Exposing children to complex musical sounds (Mozart, not hard rock) can help children develop the same areas of the brain required for math and spatial reasoning.
7. Be a role model
Children will pick up many behaviors of the adults around them. If parents use soft warm touches, children will learn the same. Be a role model to them and let them mirror your good behaviors. |
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Rethinking the Brain
(extracted from course notes) |
Old Thinking |
New Thinking |
| How a brain develops depends on the genes you are born with |
How a brain develops hinges on a complex interplay between the genes you’re born with and the experiences you have |
The experiences you have before age three have a limited impact on later development |
Early experiences have a decisive impact on the architecture of the brain and on the nature and extent of adult capacities |
| A secure relationship with a primary caregiver creates a favorable context for early development and learning |
Early interactions don’t just create a context; they directly affect the way the brain is “wired” |
| Brain development is linear: the brain’s capacity to learn and change steadily as an infant progresses toward adulthood |
Brain development is non-linear: there are prime times for acquiring different kinds of knowledge and skills |
| A toddler’s brain is much less active than the brain of a college student |
By the time children reach age three, their brains are twice as active as those of adults. Activity levels drop during adolescence |
Conclusion
With the understanding and findings of brain development, it makes more sense why certain programmes adopt the respective approaches in bringing out the “gifted” child.
Want a “gifted” child? Expose the child to the right window of opportunity at the right time to maximize their potential and be aware of the importance of early interactions with the child and most importantly practice it! |
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References
1. Bakht, A. (2005, December). Making Smarter Babies. DARE, 126-129
2. Begley, S. (1996, February 19). Your Child's Brain. Newsweek, 43-48.
3.
Berk, L. (2003). Child Development (6th ed.). Boston: Allyn and Bacon
4. Chua, HL. (2004). Child Development Class Notes. Ngee Ann Polytechnic, Department of ECE
5. DeBord, K. Brain Development . Retrieved January 6, 2005, from http://www.ces.ncsu.edu/depts/fcs/human/pubs/brain_nc.html
6. Murray, B. Understanding Brain development and Early Learning. Retrieved January 6, 2005, from http://www.facsnet.org/tools/sci_tech/biotek/eliot.php#critical
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