Understanding brain development leads to providing better learning environments

What is known about the brain and how the brain works has increased exponentially during the last twenty years. Frequently, when I teach the course Introduction to Early Childhood Education at Ivy Tech and share some interesting facts about brain development, a student will say, “I think everyone should have this information before they become parents.” Brain growth during the first three years is truly amazing.

During early pregnancy, neurons (brain cells) are developing at the rate of a quarter of a million per minute. The fetus is learning, and experiences are already affecting how his or her brain develops. The fetus can distinguish different tastes and odors by the fourth month, hear at about six months, and see at seven months. Because pictures are worth a thousand words, I show students the video Ready to Learn, directed by Rob Reiner. One powerful image in the video shows Dr. Berry Brazelton, an expert in infant and toddler development, holding a baby, just a few hours after birth, between himself and the baby’s mother. Both talk to the newborn in the same tone, repeating the child’s name. Astonishingly, the infant, recognizing the voice, turns his head toward his mother.

With 100 billion brain cells, babies are ready to learn at birth. Early experiences and interactions will affect how their brains are wired for the rest of their lives. By two years of age, there are over 100 trillion synapses (connections between the neurons) created when sensory experiences trigger the firing of a nerve cell. These pathways will be used to process information and provide the foundation for later learning.
At the age of three, a child’s brain is 90% of adult size and is two times as active. The brain is rapidly forming connections – up to 15,000 for each neuron. There are prime times for creating these connections and networks that will optimize development of different types of knowledge and skills. For example, a critical time for developing the part of the brain associated with visual acuity and depth perception is before the age of two. Children with crossed or lazy eyes may not develop these skills if the problem is not corrected early. There are similar critical times for the development of motor skills, social-emotional relationships, self-regulation, language, math, logic, and music.

Teachers and childcare providers who know how the brain develops are most likely to provide environments that support emotional attachment and foster the development of language. Stimulating and enriched environments during the first three years can optimize a child’s ability to learn throughout life. Parents who are a child’s first teacher and others who teach and care for young children have the responsibility to bestow that opportunity.

Brenda Ragle, Ed.D., is associate professor and chair of the departments of education and early childhood education at Ivy Tech Community College-Columbus.
http://ivytech-columbus.com/news/2010/01/understanding-brain-development-leads-to-providing-better-learning-environments/