SAN ANTONIO, Texas, U.S.A. (Jan. 17, 2011) — Eating less during early pregnancy impaired fetal brain development in a nonhuman primate model, researchers from The University of Texas Health Science Center San Antonio reported today.
The researchers found decreased formation of cell-to-cell connections, cell division and amounts of growth factors in the fetuses of mothers fed a reduced diet during the first half of pregnancy. "This is a critical time window when many of the neurons as well as the supporting cells in the brain are born," said Peter Nathanielsz, M.D., Ph.D., director of the Center for Pregnancy and Newborn Research in the Health Science Center School of Medicine.
The study included collaborators at the Southwest Foundation for Biomedical Research (SFBR) in San Antonio and Friedrich Schiller University in Jena, Germany. The team compared two groups of baboon mothers located at SFBR's Southwest National Primate Research Center. One group ate as much as they wanted during the first half of pregnancy while the other group was fed 30 percent less, a level of nutrition similar to what many prospective mothers in the U.S. experience.
Hundreds of genes involved
"Our collaboration allowed us to determine that the nutritional environment impacts the fetal brain at both the cellular and molecular levels," said SFBR's Laura Cox, Ph.D. "That is, we found dysregulation of hundreds of genes, many of which are known to be key regulators in cell growth and development, indicating that nutrition plays a major role during fetal development by regulating the basic cellular machinery."
http://www.sciencecodex.com/reducing_diet_early_in_pregnancy_stunts_fetal_brain_development
19.1.11
Brain's 'autopilot' provides insight into early development of Alzheimer's disease
DURHAM, NC 17-Jan-2011 – Watching the brain's "autopilot" network in real time may help determine the onset of cognitive decline and potentially aid in making an early diagnosis of Alzheimer's disease, according to researchers at Duke University Medical Center.
While traditional MRI and imaging studies conducted in Alzheimer's disease have focused on the anatomy and function of individual regions of the brain, the Duke team conducted the first study to test how the integrity of an entire brain network relates to future cognitive decline. This "autopilot" network, known more formally as the default mode network, has been linked with the presence of the hallmark amyloid plaques believed to underpin Alzheimer's disease.
The study found altered patterns of brain activity in the default mode network among people with mild memory problems who later progress to Alzheimer's disease compared to those whose memory remains intact over a two- to three-year period.
http://www.eurekalert.org/pub_releases/2011-01/dumc-bp011711.php
While traditional MRI and imaging studies conducted in Alzheimer's disease have focused on the anatomy and function of individual regions of the brain, the Duke team conducted the first study to test how the integrity of an entire brain network relates to future cognitive decline. This "autopilot" network, known more formally as the default mode network, has been linked with the presence of the hallmark amyloid plaques believed to underpin Alzheimer's disease.
The study found altered patterns of brain activity in the default mode network among people with mild memory problems who later progress to Alzheimer's disease compared to those whose memory remains intact over a two- to three-year period.
http://www.eurekalert.org/pub_releases/2011-01/dumc-bp011711.php
18.1.11
Healthy Brain Development May Be a Matter of Timing
Researchers have found that brain cells need to create links early in their existence, when they are physically close together, in order to ensure successful brain-wide connections throughout life.
These far-reaching connections enable communication between the right and left sides of the brain and integrate various types of information, such as vision and sound. Previous research has shown that changes in the number of connections are associated with developmental brain disorders such as autism, schizophrenia and epilepsy.
In the new study, researchers at Newcastle University in England looked at the connectivity patterns of nerve cells in roundworms. They found that when two nerve cells develop close together, they form a connection that is maintained when the cells grow apart as the worm grows.
"You can draw parallels with childhood friendships carrying on into adulthood," Marcus Kaiser, a study author, said in a university news release. "For example, two children living close to each other could become friends through common activities like school or playing at the park. The friendship can last even if one of them moves further away, while beginning a lasting friendship with someone already far away is much more difficult."
http://www.sciencemagnews.com/healthy-brain-development-may-be-a-matter-of-timing.html
These far-reaching connections enable communication between the right and left sides of the brain and integrate various types of information, such as vision and sound. Previous research has shown that changes in the number of connections are associated with developmental brain disorders such as autism, schizophrenia and epilepsy.
In the new study, researchers at Newcastle University in England looked at the connectivity patterns of nerve cells in roundworms. They found that when two nerve cells develop close together, they form a connection that is maintained when the cells grow apart as the worm grows.
"You can draw parallels with childhood friendships carrying on into adulthood," Marcus Kaiser, a study author, said in a university news release. "For example, two children living close to each other could become friends through common activities like school or playing at the park. The friendship can last even if one of them moves further away, while beginning a lasting friendship with someone already far away is much more difficult."
http://www.sciencemagnews.com/healthy-brain-development-may-be-a-matter-of-timing.html
17.1.11
Nurturing children's love of books
In the past, it was widely accepted that reading instruction only happened once a child began formal schooling. However, experts now know brain development and the acquisition of language begin at birth, and early language and literacy experiences have a direct and profound impact on a child's ability to read. Because so much of this early experience happens at home, the challenge then becomes finding ways to encourage and enable all families to share the love of books and reading with their children.
Raising A Reader (RAR) is doing just that. Raising A Reader is a program designed to encourage low-income parents with limited literacy and/or English skills to read and to share the book experience with their young children by establishing a reading routine that enhances their children's vocabulary, pre-literacy skills and family bonding time.
The program provides bright red bags filled with award-winning books to children on a weekly basis, exposing children to over 100 books per program year. In addition, parents and caregivers are trained in ways to engage in book sharing with their children, building their own love of books, reading and storytelling. The program also includes a component which connects families to their local public libraries, encouraging families to check out books on a routine basis and access additional resources and support.
One of the most important concepts that RAR highlights for school success is engaging children through book sharing. Book sharing refers to the interaction with a book that occurs between a caring adult - such as a parent or caregiver - and a child. This concept of sharing includes much more than the simple act of reading the story. Book sharing promotes healthy brain development, increases literacy skills and facilitates parent-child bonding.
Gabrielle E. Miller, Ed.D., national executive director of the Raising A Reader program, explains that, "The simple habit of reading to a child is one of the most powerful ways to help that child become successful in life."
http://www.battlecreekenquirer.com/article/20110116/OPINION02/101160301
Raising A Reader (RAR) is doing just that. Raising A Reader is a program designed to encourage low-income parents with limited literacy and/or English skills to read and to share the book experience with their young children by establishing a reading routine that enhances their children's vocabulary, pre-literacy skills and family bonding time.
The program provides bright red bags filled with award-winning books to children on a weekly basis, exposing children to over 100 books per program year. In addition, parents and caregivers are trained in ways to engage in book sharing with their children, building their own love of books, reading and storytelling. The program also includes a component which connects families to their local public libraries, encouraging families to check out books on a routine basis and access additional resources and support.
One of the most important concepts that RAR highlights for school success is engaging children through book sharing. Book sharing refers to the interaction with a book that occurs between a caring adult - such as a parent or caregiver - and a child. This concept of sharing includes much more than the simple act of reading the story. Book sharing promotes healthy brain development, increases literacy skills and facilitates parent-child bonding.
Gabrielle E. Miller, Ed.D., national executive director of the Raising A Reader program, explains that, "The simple habit of reading to a child is one of the most powerful ways to help that child become successful in life."
http://www.battlecreekenquirer.com/article/20110116/OPINION02/101160301
A child's early years are the most important learning years in a lifespan.
In a child's early years, every day feels like magic. In his mind's eye, the toddler who roars through the house like a dinosaur is a dinosaur. In these tender years, the world is a constant source of wonder and boundless possibility.
These early years are more than magic — they are the most important learning years in a lifespan. Brain development in the first few years rockets along at a pace we can hardly imagine - 700 new neural connections per second. These years are not only precious. They are foundation years that predict the future of the child, and consequently, of all of us.
It is my challenge, as president of a nonprofit that supports quality early care and education, to remind adults, both parents and non-parents, that the years before school are as important to learning as any that follow.
It is investment in early childhood that will yield our most positive gains. Nobel laureate economist James Heckman, as concerned as any about spending restraints, advised the president's deficit commission that failing to invest now in quality preschool education will result in "a deficit in human capital that will take generations to correct."
Heckman explains that dollars spent on early childhood are spent at the time when they offer the biggest payoff - an investment that pays interest every year for the life of the child.
The many long-term benefits of quality early care and education are well substantiated, both for the child and for the rest of us. What is that payoff? Nothing short of reduced drop-out, reduced grade retention, reduced special education referrals, reduced juvenile justice involvement, increased college education and increased income as working adults.
http://www.chron.com/disp/story.mpl/editorial/outlook/7383268.html
These early years are more than magic — they are the most important learning years in a lifespan. Brain development in the first few years rockets along at a pace we can hardly imagine - 700 new neural connections per second. These years are not only precious. They are foundation years that predict the future of the child, and consequently, of all of us.
It is my challenge, as president of a nonprofit that supports quality early care and education, to remind adults, both parents and non-parents, that the years before school are as important to learning as any that follow.
It is investment in early childhood that will yield our most positive gains. Nobel laureate economist James Heckman, as concerned as any about spending restraints, advised the president's deficit commission that failing to invest now in quality preschool education will result in "a deficit in human capital that will take generations to correct."
Heckman explains that dollars spent on early childhood are spent at the time when they offer the biggest payoff - an investment that pays interest every year for the life of the child.
The many long-term benefits of quality early care and education are well substantiated, both for the child and for the rest of us. What is that payoff? Nothing short of reduced drop-out, reduced grade retention, reduced special education referrals, reduced juvenile justice involvement, increased college education and increased income as working adults.
http://www.chron.com/disp/story.mpl/editorial/outlook/7383268.html
16.1.11
Quality, early learning opportunities for proper brain development
All children need quality, early learning opportunities for proper brain development and for building language, math and social skills.
The window of opportunity to have a real impact closes early.
Nobel laureate and nationally recognized economist James Heckman says, "Data from economists, social scientists and medical experts conclusively show that the answer [to best invest in human capital development to increase workforce capabilities] is to invest in comprehensive early childhood development — from birth to age 5 — particularly in disadvantaged children and their families."
http://www.mcall.com/opinion/yourview/mc-education-butz-20110114,0,4686501.story
The window of opportunity to have a real impact closes early.
Nobel laureate and nationally recognized economist James Heckman says, "Data from economists, social scientists and medical experts conclusively show that the answer [to best invest in human capital development to increase workforce capabilities] is to invest in comprehensive early childhood development — from birth to age 5 — particularly in disadvantaged children and their families."
http://www.mcall.com/opinion/yourview/mc-education-butz-20110114,0,4686501.story
14.1.11
How brain 'wiring' develops in babies
How brain 'wiring' develops in babies
January 13, 2011
Scientists funded by the Medical Research Council (MRC) have shown, for the first time, how our brain 'wiring' develops in the first few months of life. Using a new imaging technique, the scientists monitored the formation of insulating layers around nerve cells, a process called myelination, which is vital for normal brain function. Damage to the myelination process is believed to contribute to a range of neurological and psychiatric disorders, including autism and intellectual disability.
The MRC-funded scientists based in the NIHR Biomedical Research Centre at the Institute of Psychiatry, King’s College London, scanned 14 healthy babies born at full term. The babies were scanned while asleep using a specially-modified, quiet, baby-friendly MRI scanner. To build up a picture of their myelin development, the researchers scanned the infants monthly between 3 and 11 months. By the age of nine months, myelination was visible in all brain areas and in some regions had developed to a near adult-like level.
http://www.physorg.com/news/2011-01-brain-wiring-babies.html
January 13, 2011
Scientists funded by the Medical Research Council (MRC) have shown, for the first time, how our brain 'wiring' develops in the first few months of life. Using a new imaging technique, the scientists monitored the formation of insulating layers around nerve cells, a process called myelination, which is vital for normal brain function. Damage to the myelination process is believed to contribute to a range of neurological and psychiatric disorders, including autism and intellectual disability.
The MRC-funded scientists based in the NIHR Biomedical Research Centre at the Institute of Psychiatry, King’s College London, scanned 14 healthy babies born at full term. The babies were scanned while asleep using a specially-modified, quiet, baby-friendly MRI scanner. To build up a picture of their myelin development, the researchers scanned the infants monthly between 3 and 11 months. By the age of nine months, myelination was visible in all brain areas and in some regions had developed to a near adult-like level.
http://www.physorg.com/news/2011-01-brain-wiring-babies.html
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