CARING TO KNOW MORE:THE PARENTS’ GUIDE TOTHE PARENTS’ GUIDE TO CHILD  DEVELOPMENT

October 1st 2011

Even though we are all born with a brain, thatis not enough. What we do to provide it thebest support to develop, is important. The

fscience of brain development tells us that thefirst five years of life are very important forb ld h h ld' bbuilding the young child's brain.The newest discoveries in

hneuroscience in the pastfew years are giving us

h l d da whole new understandingof how the brain develops.

Brain Development ‐Myth or Fact?

h b h h b f ll d l d l kMyth At birth the brain is fully developed, just like one's heart or stomach.

f h b ' ll f d b fFact ‐Most of the brain's cells are formed before birth, but most of the connections among cells are 

d d i i f d l hildh dmade during infancy and early childhood.A newborn's brain is only about 

(2 %) h i fone‐quarter (25%) the size of an adult's. I h fi i i 50% d l dIn the first year, it is 50% developed, by 3 years, 80% and b 5 90% d l i lby 5 years 90% development is complete. 

Myth The brain's development dependsentirely on the genes with which you are born.Fact ‐ Early experience and interaction withthe environment are most critical in a child'sbrain development. The connections betweenbrain cells in a child's brain are developingconstantly. Current research suggests thatabout 30%‐60% of our brain's wiring dependson heredity, while about 40%‐70% developsbased on interactions with the environment,including parents.

M h T lki b b i i bMyth Talking to a baby is not important becausehe or she can't understand what you are saying.F t T lki t hild t bli hFact ‐ Talking to young children establishesfoundations for learning language during earlyiti l i d h l i i i t fcritical periods when learning is easiest for a

child.

Myth Children need special help and specificMyth Children need special help and specificeducational toys to develop their brainpower.Fact ‐ What children need most is loving careFact ‐ What children need most is loving careand new experiences, not special attention orcostly toys Talking singing playing andcostly toys. Talking, singing, playing andreading are some of the key activities thatbuild a child's brainbuild a child s brain.Clear evidence has emerged that suggests thatactivity experience attachment andactivity, experience, attachment, andstimulation (sensory experience) determinethe structure of the brainthe structure of the brain.

Imagine that a child's brain is like a house thathas just been built. The walls are up, the doorsare hung. Then you go to the store and buyelectrical wiring, switches, a fuse box and otherelectrical supplies. You bring these supplies tothe new house and set them on the floor. Willthey work? Probably not. You first must stringthe wiring and hook up all of the connections.This is quite similar to the way our brains areformed.Early experiences have a decisive impact on theactual architecture of the brain.

Synaptic density in the human brain

Critical Periods of Brain Development

Every experience—whether it is seeing one's first rainbow, riding a g , gbicycle, reading a book, sharing a joke‐‐excites certain neural circuits and leaves others inactive. Those that are consistently turned on over time will be strengthened, while those that are rarely g , yexcited may be dropped away. Or, as neuroscientists sometimes say, y,"Cells that fire together, wire together."

Brain development does not stop after earlychildhood, but it is the foundation upon whichthe brain continues developing. Early childhoodis the time to build either a strong andsupportive, or fragile and unreliable foundation.Construction of the brain is somewhat like theconstruction of a house.

PHYSICALGross motor: using large groups of muscles to sitGross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positionschanging positions.

Fine motor: using hands to be able to eat, draw, d l i d d h hidress, play, write, and do many other things.

COGNITIVEUsing Language speaking using body languageUsing Language, speaking, using body language and gestures, communicating, and understanding what others saywhat others say.

Thinking skills: including learning, d di bl l iunderstanding, problem‐solving, 

reasoning, and remembering.

SOCIALInteracting with others, having relationships with family, friends, and teachers, cooperating, and y p gbeing able to show good civic behavior in society.

EMOTIONAL B i bl id if d d diBeing able to identify and understanding own feelings, feelings of others, expressing feelings, d b ildi h lth l ti hiand building healthy relationships

As a parent, my concern usually is how do I helphild l b tt f i ftmy child learn better – our focus is more often

than not, on cognitive development or intellectuald l t L t l k tdevelopment. Lets look at some commonquestions that seem important to parents.

Question ‐ How do a child's food habits andi i ff b i d l ?nutrition affect brain development?

Answer ‐ Some of the foods that aid in brainfunctioning include proteins, unsaturated fats,vegetables, complex carbohydrates and sugars.Some of the specific foods that children should eatmore of to stimulate brain function and growth areleafy green vegetables, fish (e.g., salmon), nuts,lean meats, fresh fruits and dairy products. Inaddition, drinking lots of water is helpful inlearning, maintaining energy levels andattentiveness.

Question ‐ What are the most importantingredients in creating an enriched learningingredients in creating an enriched learningenvironment for children?

Answer ‐ Research on brain development hasshown that two key components enrich thelearning environment that stimulates braindevelopment.First, children must be exposed to newinformation and experiences that are challengingand allow them to solve problems. Too much ortoo little challenge leads to problems.

Second, children should be given feedbackabout how they are learning. Feedback that isconstructive is usually‐ Specific‐ Immediate‐ Gives a solutionNegative feedbackthat involves rejection,criticism, or ridicule cancause children to give up trying new things.

Question ‐ Can a child overcome the effects ofinsufficient care or stimulation during the earlyinsufficient care or stimulation during the earlyyears of life?

Answer ‐ Yes! Although the early years of a child'sdevelopment are tremendously importantdevelopment are tremendously important,research also has shown the brain is capable ofovercoming many negative effects During the firstovercoming many negative effects. During the first12 to 14 years of life, a child's brain hasconsiderable opportunity to bounce back fromconsiderable opportunity to bounce back fromnegative experiences and develop capacities thatwere not nurtured in the early yearswere not nurtured in the early years.

Question ‐ What are the best activities for mychildren to engage in to enhance their overallchildren to engage in to enhance their overallbrain development?

Answer: Children benefit from a variety of differentactivities. However, three critical activities thatcontribute considerably to overall braindevelopment are music, art and physical activity.p p y y

Questions: Are there any differences in thedevelopment of boys' and girls' brains?development of boys and girls brains?Answer: Sex differences in the brain are reflectedin the somewhat different developmentalin the somewhat different developmentaltimetables of girls and boys. By most measures ofsensory and cognitive development girls aresensory and cognitive development, girls areslightly more advanced: vision, hearing, memory,smell and touch are all more acute in female thansmell, and touch are all more acute in female thanmale infants. Girl babies also tend to be somewhatmore socially attuned and they generally leadmore socially‐attuned, and they generally leadboys in the emergence of fine motor and languageskillsskills.

Boys eventually catch up in many of these areas.By age three they tend to out perform girls in oneBy age three, they tend to out‐perform girls in onecognitive area: visual‐spatial integration, which isinvolved in navigation assembling jigsaw puzzlesinvolved in navigation, assembling jigsaw puzzles,and certain types of hand‐eye coordination.It is important to emphasize that these findingsIt is important to emphasize that these findingsdescribe only the average differences betweenboys and girls In fact the range of abilities withinboys and girls. In fact, the range of abilities withineither gender is much greater than the differencebetween the "average girl" and the "average boy "between the average girl and the average boy.In other words, there are plenty of boys withexcellent verbal skills and girls with excellentexcellent verbal skills, and girls with excellentvisual‐spatial ability.

Genes and hormones set the ball rolling, but theydo not fully account for sex differences indo not fully account for sex differences inchildren's brains. Experience also plays afundamental role Consider for example thefundamental role. Consider, for example, the"typical" boy, with his more advanced spatialskills; he may well prefer activities like climbing orskills; he may well prefer activities like climbing orpushing trucks around—all of which further honehis visual spatial skills The "typical" girl byhis visual‐spatial skills. The typical girl, bycontrast, may gravitate more toward games withdolls and siblings which further reinforce herdolls and siblings, which further reinforce herverbal and social skills. In this way, initialstrengths are magnified into differencesstrengths are magnified into differences.

Day‐to‐Day Care of Young Children’s BrainsYoung Children’s Brains

Research on early brain development and schoolResearch on early brain development and school readiness suggests the following guidelines for the care of young children:the care of young children:

Ensure health, safety, and good nutrition: Teach them about healthy habits and safe behaviors.

Develop a warm caring relationship withDevelop a warm, caring relationship with children: Show them that you care deeply about them Express joy in who they are Help them tothem. Express joy in who they are. Help them to feel safe and secure.

Recognize that each child is unique: Keep inmind that from birth, children have differenttemperaments, that they grow at their ownpace, and that this pace varies from child tochild. At the same time, have positiveexpectations about what children can do andhold on to the belief that every child cansucceed.

Talk, read, and sing to children: Surround themi h l M i i i iwith language. Maintain an ongoing conversation

with them about what you and they are doing.

Use:St iStoriesMusicSSongsOpen ended questionsDi i tDiscuss picturesPretend and make believe games

Use discipline to teach:•Talk to children about what they seem to befeeling and teach them words to describe thosefeelings.•Make it clear that while you might not like theway they are behaving, you love them.•Explain the rules and consequences of behaviorso children can learn the “why’s” behind whatyou are asking them to do.•Tell them what you want them to do, not justwhat you don’t want them to do.•Point out how their behavior affects others.

Establish routines: Create routines and rituals fori l i d i h d lik l ispecial times during the day like mealtime, nap

time, and bedtime. Try to be predictable so thehild k th t th tchildren know that they can count on you.

Li it t l i i Li it th ti hild dLimit television: Limit the time children spendwatching TV shows and Internet as well as thet f h th t h T h TVtype of shows they watch. Too much TV causesover‐stimulation of brain cells, and poor sociald h i l ti it B th t h t hildand physical activity. Be sure that what children

are watching is what you want them to learn, asi it ti b h i i i t thi tiimitative behavior is maximum at this time.

Take care of yourself: You can best care foryoung children when you are cared for as well.Learn to cope with your stressors so that youcan help your child learn too. Your child’s well‐being depends on your health and well‐being.

HELPING YOUR CHILD

MANAGE STRESSMANAGE STRESS

Some signs of stress in children:

• Exhibits extremely fearful or timid behavior (bites nails, sucks thumb, cries often, is extremely scared)• Exhibits extremely aggressive behavior (throws things, hits/bites, yells)things, hits/bites, yells)• Is unable to separate from parents without major protestprotest• Is easily distracted and unable to concentrate on any single activity for more than five minutes• Has difficulty forming or expressing attachments 

•Seems unhappy or sad much of the time•Has trouble eating, sleeping, or using the toilet•Seems unusually passivey p•Avoids or seems aloof with other children andadultsadults•Has difficulty managing fine or gross motorf tifunction• Frequent complaints of stomach ache orheadache•Refuses to write or go to school

Parents and caregivers should take steps to create an emotionally safe environment :an emotionally safe environment :

Encourage them to learn at their own pacei h i iwithout experiencing pressure.Avoid competition that causes sense of

inadequacy or failure.Avoid comparison with other children or siblings.Apply discipline appropriately. Do not beat, hit,

pinch, or threaten your child with violence.pinch, or threaten your child with violence.Monitor children to ensure that they are

protected from interactions with potentiallyprotected from interactions with potentiallyabusive individuals.

The child has the best advantage when:Family members show love care and supportFamily members show love, care and support

for each other.Provide adequate guidance and modelling forProvide adequate guidance and modelling for

‘correct’ behavior, based on family rules orcultural expectationscultural expectations.

Are aware of healthy habits of eating, sleeping,general habits and hygiene themselvesgeneral habits and hygiene themselves.

Balance interaction with family members aswith time for TV and Internetwith time for TV and Internet.

Demonstrate healthy and responsible socialbehavior the greater the diversity of interactionbehavior, the greater the diversity of interaction,the more is the child’s intelligence.

Are themselves balanced in their handling of money, people, services – reflecting good ethical and moral standardsEnsure that the child goes out to play for at 

least 2 hours dailyleast 2 hours dailyProvide a variety of games, toys, and story 

b k f th hild t hbooks for the child at homeAlways praise the child’s 

efforts at writing, reading, drawing or any activity.

Show respect for the school and the child’s teachers

Are aware of the importance of coordinating and sharing information with teachers

Are able to follow recommendations for seeking professional advice from health professionalsprofessionals

Ensure they follow‐up on the child’s school work dailychild s school work dailyEnsure that there is no 

d i t th hild ( t iti )academic stress on the child (no tuition)

Brain research has shownthat too much stress earlyin life can affect developmentnegatively. Stress causes achemical ‘cortisol’ to be released which candestroy brain cells, and cause certain regions ofthe brain to be smaller than normal.In other words, the wiring of the brain can beseverely damaged or mis‐wired if a child isexposed to repeated and longtime stresswithout the assistance of a caring adult.

EMOTIONAL INTELLIGENCE

Th h fi d l d i h 1980 dThe phrase was first developed in the 1980s andasserts that emotional quotient or emotionali lli i l bl i ll l iintelligence is as valuable as intellectual quotient(IQ).A di h i f b i f i hi hAccording to theories of brain function, a highemotional quotient means someone is self‐

fid t lf d bl t i tconfident, self‐aware, and able to navigatethrough difficult emotional times. EQ is often tieddi tl t th d f h idirectly to the degree of success one may have inthe workplace and in personal relationships.

Emotional intelligence consists of four coreabilities:abilities:Self‐awareness – The ability to recognize yourown emotions and how they affect yourown emotions and how they affect yourthoughts and behavior, know your strengthsand weaknesses and have self confidenceand weaknesses, and have self‐confidence.

Self management The ability to controlSelf‐management – The ability to controlimpulsive feelings and behaviors, manage youremotions in healthy ways take initiative followemotions in healthy ways, take initiative, followthrough on commitments, and adapt tochanging circumstanceschanging circumstances.

Social awareness – The ability to understand theemotions needs and concerns of other peopleemotions, needs, and concerns of other people,pick up on emotional cues, feel comfortablesocially and recognize the power dynamics in asocially, and recognize the power dynamics in agroup or organization.

Relationship management – The ability todevelop and maintain good relationshipsdevelop and maintain good relationships,communicate clearly, inspire and influenceothers work well in a team and manage conflictothers, work well in a team, and manage conflict.Emotional Quotient or EQ is one of the ways tomeasure a person’s ability to be successful in lifemeasure a person s ability to be successful in life.

Why is EQ more important than IQ?

• Teaching our children emotional intelligenceskills gives them a better chance to use theirggenetically given intellectual potential (IQ).

l i h i l i lli l k• People without emotional intelligence lackself‐restraint and would just do whatever theirimpulses suggest.

•Those who are insensitive to the emotions in•Those who are insensitive to the emotions inothers will not see the need to care for others.

Emotional Intelligence helps the child to: 

• deal with threatening situations

• help others

b ild i d l t• build conscience and moral autonomy

• be happy• be happy

• have mutual respect, empathy and                    p , p ycooperative attitudes

• be responsible

Emotionally healthy children:y y

• Are better learners.

• Have fewer behaviour problems. 

• Feel better about themselves. 

• Are better able to resist peer pressure. 

• Are less violent more empathetic• Are less violent, more empathetic. 

• Are better at resolving conflicts.Are better at resolving conflicts. contd.

Emotionally healthy children:

•Are less likely to engage in self‐destructive behaviour (drugs alcoholdestructive behaviour (drugs, alcohol,teenage pregnancy).

• Have more friends.

• Have better impulse control; are betterable to delay gratification.y g

• Are happier, healthier and more"successful“.

Scientists have found that your relationship withyour child affects his brain in many ways Byyour child affects his brain in many ways. Byproviding warm, responsive care, you strengthenthe biological systems that help him handle histhe biological systems that help him handle hisemotions.Research also shows thatResearch also shows thata strong, secure connectionwith your child helps himwith your child helps himwithstand the ordinarystresses of daily life—stresses of daily lifenot just today, but in thefuture as wellfuture as well.

What do parents want from their children?

‐ That they eat properly and stay healthy‐ That they stay safe and practice safe behaviors‐ They study and learn well‐ They get along with people around them

What do children want from their parents?

‐That they provide for their basic needs of food, shelter, clothingclothing‐ That they guide them so they can stay safe‐ That they love them even when they make mistakes ‐ That they guide them to become good people

Rather than perfectRather than perfect your child,your child, 

perfect your relationship with him/her!