Brain Development from Infancy to the Age of Two - Research Paper Example

Brain development from infancy to the age of two Introduction The human brain begins forming at an early stage, three weeks after the date of conception. This is a continuous process that lasts a life time (Muehlenbein, 2010). It is because the same factors that shape to the brain when development is occurring also store information, newly acquired skills as well as memories throughout the human life. The biggest difference between a child’s brains development and that of an adult is that in infants, the brain is more impressionable or plastic as neuroscientists call it (Muehlenbein, 2010). This plasticity has both positive and negative effects. Positive in that the infant’s brain is open to learning new things and acquiring new skills as well as enriching influences. However, the young brain is prone to developmental problems especially when the environment is un-nurturing or impoverished. Research shows that the environment of an infant’s early years can have effects affecting the infant throughout life. Muehlenbein, (2010) further says that due to advanced technology, effects relating to early brain development and the environment are now easier to study and understand. Patterns in brain activity that seem to be related to some types of negative early experiences can now be identified by neuroscientists. However, some scholars argue that even before the brain scanning tools allowing this study, some behaviors stemming from early stress, poverty, maltreatment and neglect could be seen even before technology. The evidence provided by neuroscientists is of essence and should be paid attention to since it is crucial in helping people understand how exactly the environment affects brain development. Such knowledge will help children who are at risk and to reverse where possible the consequences of early adversity. Neuroscientists may also aid in our efforts to learn when experiences affect children. Understanding the patterns of specific periods of vulnerability is a better way of improving efforts towards intervention. From conception to age two First trimester Brain development begins in the first three weeks after a child is conceived. At conception, it is the egg and the sperm that meet forming a single cell that determine the potential of the genes. Over 55% of the genes carry out the work of brain development. Cells in a thin layer develop on the embryo (Brestan & Lee, 2009). The cells merge to form a tube filled with liquid which is the foundation of the brain and the spinal cord. At this stage, the embryo produces neurons also called nerve cells and in the first month, the cells multiply to produce thousands of neurons in a single minute. Within the first six months, the largest percentage of the brain’s lifetime supply of cells is produced. Many of the structural features of the brain are present at the embryonic stage, this being the first eight weeks after fertilization. The structures will then continue to grow and develop during the reminder of the gestation period, also known as the fetal stage. The primary event of brain development is the forming of the neural tube. Two weeks after conception, the neural plate, specialized cells layer in the embryo gradually folds over onto itself later forming a tube like structure. Eventually, the tube closes as the edges of the plate merge together. This whole process is completed within the first four weeks of pregnancy, (Brestan & Lee, 2009). The neural tube continually undergoes changes and later become the spinal cord and the brain. Seven weeks after conception, the very first neurons and synapses begin to form in the spinal cord. The neural connections are what allow the fetus to make its first movements detectable by an ultrasound or an MRI even when the mother cannot feel these movements. The movements give the brain sensory input that spurs on its development. At around the 14th week, only a few of the brain cells perform a function. Multiple cells migrate developing into different areas of the brain. Majority of these cells will reach their destination and those that are destroyed or fail to reach their intended areas will die. In rare occasions, the cells that take the wrong direction go ahead resulting in disorders seen after birth such as autism, schizophrenia, infantile epilepsy and other forms of intellectual delay, (Muehlenbein, 2010). By the time the infant reaches week twenty, the excess amounts of cells produced by the brain are shed and the remainder are sequenced in to numerous physical areas that guide senses and skills for example motor skills, language and vision. Second trimester In the early stages of the second stage of pregnancy, Gyri and Sulci slowly build on the brain’s surface. Gyri and Sulci are the ridges and groves resulting from the folding of the cerebral cortex giving the brain its wrinkled appearance, (Muehlenbein, 2010). These folds enlarge the surface area of the cerebral cortex hence enabling more to fit in the skull. This pattern is the same in all human beings. Gyri and Sulci are used to divide the cerebral cortex into smaller units known as lobes. Each part contains four lobes. The occipital lobes control vision while the parietal lobes are closely related with sensations for example heat, cold, pain and pressure. Temporal lobes are responsible for sound, which is hearing, social understanding, and language skills as well as perception of other people’s facial features. Frontal lobes on the other hand are related to memory, abstract thinking, and impulse control and planning. In this stage, the cerebral cortex grows in thickness and becomes complex and synapse formation begins. Myelin starts to be visible on the axons of some neurons. This process is referred to as myelination and continues up to adolescence. This process enables faster processing of information. Third semester It is a progressive stage in which the cerebral cortex takes up many roles initially carried out by the more primitive brainstem, (Oakes, 2011). Fetal breathing and reflexes such as reaction to stimuli are regular in this stage. Early leaning supported by the cerebral cortex develops at this period. At birth, the connections between neurons are very week and still undergoing development. However, the infant can see, smell and respond to touch since immediately after its born, the brain forms multiple connections and paths between neurons which are of paramount importance since they enable the child detect smells, hear and see. Even though it is the genes that kick start brain development, it is the experiences of the child that take over the process since they set off electrical activity which is crucial since it allows for the brain to form connections and develop, (Oakes, 2011). As the neurons connect with each other, experiences that are repeated allow the connections to become well developed pathways which are etched permanently in the brain. If the experiences are not repeated, it will lead to losing the developing pathways. Oakes, (2011) continues to say that as the brain structure continues to grow, the child begins to exhibit characteristics associated with growth such as grabbing nearby objects, learning to speak, crawling and eventually walking. The neurons, synapses and pathways merge to develop the structure unique in every human being and the chemical structure of every human. One year The newborn baby remarkable abilities shed light on the extent of prenatal brain development. At this stage, newborns are able to identify human faces which they pick over other items, (Bremner & Wachs, 2010). They are also able to differentiate between happy and sad expressions. The brain continues developing continuously throughout the first year. The cerebellum becomes three times larger which seems to be associated with the quick development of motor skills occurring at this stage. As the areas of the cortex related to vision grow, the initially dim and improper sight develops into full binoculars view. Around three months, a newborn’s power of recognition improves in a major way. This is complemented by the significant growth in the hippocampus, the limbic structure associated with the recognition memory. Language circuits in the cortex lobe become consolidated in the first year being influenced strongly by the language the child hears. The first few months the child has the ability to recognize a foreign language. This ability is however lost during the first one year, (Bremner & Wachs, 2010). Two years The most significant growth area in the brain at this stage is the language area. The language area develops more synapses and becomes more interconnected. The mentioned changes can be associated with the rapid change in the child’s language abilities. This can also be referred to as vocabulary explosion. The young child’s vocabulary will grow four times between the first and second year, (Goleman, 2006). At this stage also, there is a sudden increase in the rate of myelination. This aids the brain greatly in performing more complicated tasks. Cognitive abilities for example self- awareness are evident at this stage. The infant identifies own emotions as well as intentions. The child can notice own mirror reflection and also starts mentioning his or her name, saying “I” or “me”. Brain development in early years is the yard stick of adaptability and resilience in human beings. However, these characteristics are not easy to achieve since experiences have the ability to affect the development of the brain. Infants especially are prone to the negative occurring influences in the environment surrounding them. It is also a chance for caregivers or parents and the entire society, to contribute positively to the brain development in the children at early stages by instilling good morals as this will lead to the infant attaining success and happiness in later life. Infants are biologically wired to speak, feel and move around. They depend on adults or caregivers for interaction to enhance these skills. In these early stages of development, certain cells develop that prepare infants for social interaction and emotional intelligence. These are the spindle and mirror neurons. How effective these are depends on the immediate environment, a loving atmosphere will impact positively while a cruel environment will have negative effects. Research shows that the environment is a significant factor in brain development and its capacity. Goleman, (2006) says that over sixty percent of what we inherit from our genes matures according to our experiences of the environment. The wealthier the environment, the interactions and experiences, the larger the amount of neurological connections children are able to form. Conclusion The primary role of the brain during childhood is the connection of brain cells known as neurons. Every experience a child goes through is stored in these neurons. The connection is forged by the experience and by repeating these experiences, only makes them stronger. There are certain highly productive periods when the brain is able to wire skills that are specific at an optimum level. These periods are referred to as windows of opportunity which are scientific and open from birth to adolescence. These periods are the same in every child despite where one is born or the conditions surrounding the child’s birth. Positive experiences during these periods result to outcomes that are positive and vice versa. The sense of touch in infants helps them ground ideas that are abstract in concrete experiences. Through a thorough literature review, Cabrera & Cotosi, (2010), conclude that hands on explorations lead not only to grasping of abstract ideas but also to other important skills necessary for learning, telling things apart, recognition of relationships, systems organization and picking different perspectives. This begins with touch, and when the baby exercises, muscles that boost brain power are built. Brain development does not occur at a single phase or an even pace. It develops in waves with different sections of the brain developing at different paces and periods. It however occurs at a predictable order. Studies by neuroscientists indicate that the environment has a major impact on the brain development, even before birth. This means that the type of nutrients a mother consumes, the surrounding, care accorded and the stimulation an infant receives affects brain development. It is crucial to give proper nutrition to children from an early age as research shows that deficiency in some of the nutrients such as iron can be associated with poor learning and behavioral problems in children as early as one year, (Cabrera & Cotosi). Good nutrition is also essential in production of myelin a material that insulates the nerves. Myelin is minimal in malnourished children. References Bremner, J. G., & Wachs, T. D. (2010). Basic research. Chichester, West Sussex, U.K: Wiley-Blackwell. Brestan, K. E., & Lee, E. L. (2009). A guide to teaching developmental psychology. Chichester: Wiley-Blackwell. Cabrera, D., & Cotosi, L. (2010, September/October). "The world at our fingertips." Scientific American Mind, 21(4), 49-55. Goleman, D. (2006).Social intelligence: The new science of human relationships. New York: Bantam Dell Muehlenbein, M. P. (2010). Human evolutionary biology. Cambridge: Cambridge University Press. Oakes, L. M. (2011). Infant perception and cognition: Recent advances, emerging theories, and future directions. New York: Oxford University Press. Read More