Brain Research

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Brain Research
Wonder is the beginning of wisdom. Greek proverb
Due to advances in imaging technology scientists
can now see and study the brain in action. This
advancements have helped us better understand
how the brain works and how it grows.
Implications of brain research for
understanding young childrens development
include
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Nature has designed the brain with a system of
brain cells called neurons. By the time a baby is
born, she will have 100 billion nerve cells
called neurons. In the first 3 years of life,
the brain rapidly forms connections or circuits
between these neurons or nerve cells called
synapses. By the time a child is 3, the brain
has formed about 1000 trillion connections, more
than it will ever need. The parts of the brain
that are stimulated will be strengthened, used
and developed while others will be lost or pruned
away.
Visit the Zero to Three Web site to revisit the
interactive Baby Brain Map.
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• When children are deprived of experiences,
• excessive pruning occurs which can lead to
• difficulties in growth and learning. Children
• at risk benefit greatly from early intervention
• by caring dependable caregivers who
• can offer a variety of experiences
• and opportunities to facilitate
• development at this critical time of life.
• Click on the link to visit the Zero to Three
• website for a wealth of information about the
• developing brain and implications for delivering
  
• early intervention supports and services.

Zero to Three Frequently Asked Questions
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The quality of relationships and experiences in
the first 3 years of life have deep and lasting
effects on how synapses are formed and the brain
is wired. The infant/toddler brain is
developing faster than at any other time, more
than twice as active as that of an adult.
Biologically prepared to learn, children acquire
language, develop relationships, and master
skills faster and easier during these early
years. Experiences at this time of life will
have life long impact on the childs ability to
communicate, build trusting relationships and
develop healthy self esteem.
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We used to believe that the way the brain
developed depended on the genetic
predispositions. We now know a complex
interplay exists between a childs unique
genetic code and the experiences the child has.
The more varied and rich the experiences, the
greater numbers of synapses formed. These
neural connections become stronger with practice
and use. For interesting information to share
with parents, visit www.zerotothree.org and read
Starting Smart How Early Experiences Affect
Brain Development. You will need to register to
read this document. The document can be
downloaded and printed.
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We used to think that brain grew steadily as an
infant grows toward adult hood. Now we know
there are prime times for acquiring different
kinds of knowledge and skills. Children are
very receptive to learning a second language
between birth and 10. Children are more
capable of learning music between the ages of 3
and 10 than at any other stage of life. The
brain activity levels, so active at 3 drop
after the age of 9 or 10.
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The absence of experiences that stimulate the
brain during important periods of development can
have lasting impact. These windows of
opportunity are times when the brain is most
ripe for learning new skills. Certain areas of
the brain do not continue forming new synapses
after pruning occurs. We know that if a child
does not focus one eye appropriately during a
critical window of visual development (by 6
years) the child most likely will not achieve
normal vision in that eye because the brain was
not stimulated during the critical window. In
contrast, if an adult eye is deprived of similar
input after this critical window, a lasting
deficit is less likely. These and other findings
suggest the critical importance of early
intervention.