Welcome to a series of blogs that will look at brain development and how we can support it every day. Starting with a brief overview and a framework to look at what child needs as they grow - we will then get to the really fascinating stuff. We will look at each part of the brain (the brain stem, the cerebellum and diencephalon, the limbic system and the cortex) and look at the specific experiences they need for optimal development. These experiences are no great mystery - they are the things you do everyday. However, when we know how beneficial they are, it can give us great satisfaction to know that we are contributing to strong and healthy brain growth - and encourage us to do more of what we are doing.
We will also look at some of the common issues children and families face - and games and activities that may assist to regulate and develop specific areas of the brain. Many of these aid the development of multiple areas of the brain - and the most important aspect of these games and activities is often having fun together and strengthening relationships.
Please remember this is not an alternative for seeking a professional opinion if you are at all worried about your child's development. Early intervention is important if a child has struggles.
Amazing Brain Development
A child's brain is 90 per cent of adult size by the time they are four years old (Perry, 2006). At birth it is about 1/4 of adult brain size - and by one year it has doubled in size.
This amazingly rapid development of the brain occurs from the bottom up and also from side to side (Australian Childhood Foundation, 2010; Siegel & Bryson, 2012). There are critical periods for the development of each area of the brain and ideal growth in each area requires exposure to specific types of experiences (Perry, 2006; Prendiville & Howard, 2017). These experiences are provided through daily life patterns including consistent care, stable, safe and loving relationships and ....PLAY. Play is essential to healthy brain development (Hong & Mason, 2016; Prendiville & Howard, 2017; Ray, 2016)
Brain development is continuous and occurs outside these periods, however these represent the times of most rapid growth.
Adverse experiences or trauma can disrupt development as the brain prioritises survival. When intervention is needed, a therapist uses this knowledge to target the area of the brain that needs development (Prendiville & Howard, 2017; Perry, 2014; Hong & Mason. 2016).
While the brain is “plastic” and is able to make new connections throughout life, the lower regions are the hardest to heal or change after the initial developmental period. This is one of the reasons why the first few years are so important. The upper regions are more responsive to intervention (Perry, 2006; Hong & Mason, 2016).
Connection with a primary care giver and a safe, predictable environment allows the baby’s brain to develop in the best way possible (Perry, 2006).
The child's ability to form strong and safe relationships starts with interactions such as this. The eye contact, mirroring the child's expressions and sounds and them mirroring yours, the soft voice and soft eyes, all provide a sense of safety and connection. It is such a precious time for both the parents/carers and for the baby - and such incredible growth is happening inside that little brain.
If you are unable to interact with your baby like this - reach out. Not everyone can for a whole range of reasons, so no judgement, but seek help for you and bub ❤️.
Maslow's Hierarchy of Needs
According Maslow (1943), an American Psychologist, an individual’s lower order needs have to be met sufficiently before their growth needs become important or achievable (McLeod, 2018). This theory fits with Dr. Bruce Perry’s model of bottom up brain development (Perry, 2014) however, there are overlapping needs at each stage of development. In future blogs, as we look at how each part of child’s brain develops, we will also see how they link to Maslow’s Hierarchy of Needs.
In order to become everything they are capable of becoming, our children require these needs to be met throughout their lifetime (McLeod, 2018). This is especially important as their brain is developing.
While Maslow's Hierarchy of Needs provides a useful way to check that the needs of a particular stage of development are being met, it needs to be acknowledged, it does not effectively demonstrate the overlapping and holistic needs of a child within a family and Community - particularly if a child is from a less individualistic and more communal culture. None-the-less it is a useful tool, especially if we consider what self-actualisation means for a particular culture or community. This may be an individual fulfilling their role within their culture and upholding and practicing interdependence rather than achieving 'independence'.
In the next blog, we will look at brain stem development.
References:
Australian Childhood Foundation. (2010). Making space for learning: Trauma informed practice for schools. https://www.theactgroup.com.au/documents/makingspaceforlearning-traumainschools.pdf
Hong, R. & Mason, C.M. (2016). Becoming a neurobiologically-informed play therapist. International Journal of Play Therapy, 25(1),35-44.
McLeod, S. (2018). Simple psychology: Maslow's Hierarchy of Needs. https://www.simplypsychology.org/maslow.html
Perry, B.D. (2006). Applying principles of neuroscience to clinical work with traumatised and maltreated children: The Neurosequential Model of Therapeutics. In N.B. Webb (Ed), Working with traumatised children in child welfare (pp 27-52). New York: Guilford Press.
Perry, B.D (2014). Neurosequential Model of Therapeutics. In K. Brandt, B.D. Perry, S. Seligman, E. Tronick (Eds), Infant and early childhood mental health: Core concepts and clinical practice (pp21-53). Washington DC: American Psychiatric Publishing.
Prendiville, E. & Howard, J. (2017). Neurobiologically-informed psychotherapy. In E.Prendaville & J.Howard (Eds), Creative psychotherapy: Applying the principles of neurobiology to play and expressive arts-based practice (pp 21-37). New York: Routledge
Ray, D.C. (2016). A therapist guide to child development: The extraordinary normal years.New York: Routledge.
Segel, D.J. & Bryson, T.P. (2012). The whole-brained child: 12 Revolutionary strategies to nurture your child's developing mind. Brunswick, NSW: Scribe Publications.
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