Effects of Early Stimulation and

Deprivation

Chapter 6

McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

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The general philosophical trend has been thatstimulation is always

“good” and deprivation isalways “bad.”

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QuestionsCan overstimulation occur?Is deprivation ever in the child’s best interest?When are the best times for stimulation or the worst times for deprivation?Is stimulation worthwhile for the acquisition of all human behaviors?Are there some behaviors that cannot be facilitated by early exposure to stimulating experiences?

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Effects of Early Stimulation“Bringing up Superbaby”Parents believe early educational stimulation is valuablePressure to learn at an early age may lead to future emotional, physical, or creative problems

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Programs to Enhance Early Motor Development

Programs designed to stimulate early motor development fall into two categories

No programmingProgramming

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Programs to Enhance Early Motor Development

No programmingThese programs do not emphasize specific practice of future motor skills Instruction should be withheld until the infant learns body controlInfants are to be left on their back until they are capable of changing the positionNonrestrictive clothing advocatedHard-soled shoes are discouraged

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Programs to Enhance Early Motor Development

ProgrammingParent takes an active role in moving the baby or limbs of the infant during activityInfant walkers, bouncers, etc., are encouragedSpecialized equipment is available

Is more external stimulation always better?Many programs make indiscriminate claims about success of early motor development

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Programs to Enhance Early Motor Development

Little research is available to substantiate either “no-programming” or “programming”Withhold structured instruction at very young ages

Allow babies to learn on ownPlace babies in stimulating environments

“parents are encouraged to provide a safe, nurturing, and minimally structured play environment for their infant”

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Gymboree Preschoolers need to be provided with certain types of play activities that are essential in development but not available at homeProgram has seven levels from 0 months to 5 years of ageActivities

BalancingFundamental movementLocomotion switchingChanging directions/speedsSocializationimagination

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GymboreeLittle research available to substantiate claims of successLofty claims are not made, but there is no controlled research to suggest that this program is superior to “no program”Fun is most important in Gymboree program

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Swim ProgramsThe American Academy of Pediatrics and American Red Cross state that

Infant and toddler aquatic programs DO NOT decrease the risk of drowningChildren are not ready for swimming lessons until their 4th birthday

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Swim ProgramsCatch phrases

Water adjustmentWater readinessWater orientation

HypernatremiaWater intoxicationOccurs when an individual ingests so much water that the body’s electrolytes are reduced and kidneys cannot filter excess fluidCommon in those who practice forced or frequent submersion

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Swim ProgramsGiardia

A parasitic condition which develops due to cyst growth in the digestion tractCauses diarrhea and is easily transmitted to others in a pool

PrecautionsShower after classWear tight-legged diapers/pantsDo not participate with illness/diarrhea

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Swim ProgramsEffects of gases and aerosols found in an indoor swimming environmentChildren involved in infant swim programs had pulmonary cell damage and modifications to the permeability of the epithelial barrier in the lungs

Risk of asthmaRecurring bronchitis

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Swim Program GuidelinesChildren are not ready for formal swim lessons until their 4th birthdayAvoid total submersion Provide measure for avoiding fecal contamination in the poolChildren should never be dropped or pushed into waterBabies chill easily; limit exposure

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Suzuki Method of Violin PlayingThe child begins lessons at 2 to 2 ½ yearsThe child’s motivation is importantChild should not be forced into taking lessonsA properly sized violin is usedCompetition discouragedLittle is known about the residual effects of such early programming

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Head Start ProgramsDesigned to give financially disadvantaged children a “head start” in educationThe major goal of Head Start is to “enhance the social competence of children from lower income families”Social competence = ability to deal with the present environment in school and for life

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Facts About Head StartBegan in 1965 as part of President Johnson’s War on Poverty“disadvantaged child was falling further and further behind with each school year.”

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Head Start ProgramsHead Start Family and Child Experience Survey (FACES)

The children COULD NOT Identify or write the letters of the alphabetCopy complex geometric figuresDemonstrate “right from left” or “top from bottom” in reading

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Head Start ProgramsHead Start Family and Child Experience Survey (FACES)

Surveyed the cognitive, social, emotional, and physical development of Head Start childrenGenerally, Head Start children were found to “very often” use their free time in acceptable ways,” “follow the teacher’s directions,” and “help in putting things away”

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Head Start ProgramsHead Start Family and Child Experience Survey (FACES)

Overall conclusion was that Head Start children are ready for school on the basis of how much they had learned by the end of kindergarten

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Head Start ProgramsChildren of Head Start programs were 10 times more likely to complete a high school education without failure compared to their socioeconomic counterpartsA D.C. Study reported that programs like Head Start and other preschool programs affected children’s long-term performance positivelyEducational gap is narrowed

VocabularyWritingSocial skills

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Infant WalkersDesigned to support babies who cannot yet walk independentlyThere are many questions about safety and efficacy of the device to promote early walking

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Infant Walkers

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Johnny and JimmyIn 1935, two twin brothers were observed for 22 months to determine a normal progression in motor developmentJohnny was given toys and stimulation, practice, and experience in movement activitiesJimmy was given few toys and had minimal movement experience

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Johnny and JimmyThe researcher concluded that readiness, practice, attitude, and physical growth were all particularly important factors influencing human movement at an early age

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Effects of Early DeprivationHopi cradleboards

A subject of research in the 1930sUp until 1 year of age, Hopi babies may be swaddled and tied to a boardLegs are extended, arms freeAlthough, these babies were not permitted typical “infant” movements, when free of the board, these infants exhibited the expected movement sequences of noncradled infants

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Early DeprivationDeprivation Dwarfism

Psychosocial dwarfismPsychosocial short stature

A negative influence on human growth created by serious deprivation or adverse stimulation

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Early DeprivationDeprivation Dwarfism

An emotional disturbance that is registered in the higher centers of the brainInformation is conveyed to hypothalamus where growth hormone, somatotropin, is releasedWhen growth is affected, motor development may also be affected

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Early DeprivationDeprivation Dwarfism

Infants who are hospitalized for extended periods fail to gain weight and develop respiratory infectionsSymptoms disappear when infant is returned home to a more stimulating environmentAlso occurs in situations where children are not nurtured in a loving and caring environment despite proper and plentiful nutrition

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Early DeprivationAnna

A victim of severe deprivation due to isolation (1946)Left in an attic room until six years of ageWhen discovered she showed signs of minimal intelligence, could not walk or talk, and was extremely malnourished

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Early DeprivationAnna

At age 8 yearsVision, hearing normalMental age was 19 monthsSocial maturity was at 23 months

By the age of 10 years, Anna was able to walk and run clumsily, string beads, but did not speak in complete sentencesDied at age 11 years

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Early DeprivationYoung Savage of Abeyron

Victor, a young boy found in the woods of France in 1799 at 11 or 12 years of ageHe could not talk, trotted rather than walk, chewed like a rodent, and was intellectually delayed“Whole life was a completely animal existence”Despite attempts to remediate, he showed little improvement intellectually and died at 40 years of age

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Stimulation and Deprivation Concepts

Critical periodA time of particular or maximum sensitivity to environmentalIf a child is stimulated during the sensitive period, the associated behavior is likely to occur

For environmental stimulation to be effective:ReadinessSpecific time limitPermanent and durable imprint

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Stimulation and Deprivation Concepts

ReadinessThe establishment of the minimum characteristics necessary for a particular human behavior to be acquiredDepends on an adequate level of physical growth, associated neurological patterns, and sufficient motivation

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Stimulation and Deprivation Concepts

Catch-upThe human power” to stabilize and return” to a predetermined behavior or growth pattern “after being pushed off trajectory”Associated with physical growth and motor development

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Stimulation and Deprivation Concepts

Example of a child’s catch-up growth following a period of anorexia

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