Early Brain Development: Implications for Social Emotional Development

1. Early Brain Development: Implications for Social Emotional Development Betty Rintoul, Ph.D. Encouraging Connections

2. Role of Experience • Repeated use strengthens brain connections. • If connections are not used, they may be “pruned” away. • The brain “grows itself” for the environment it experiences. • Much of this experience-based growth occurs in the frontal cortex (the “executive brain”). Encouraging Connections

3. Recent Research Reports…. • Suggest that children’s social and emotional well-being is critical to their success in school and in life. • Surgeon General’s Report on Children’s Mental Health, 2000 • Off to a Good Start, 2000 • Neurons to Neighborhoods, 2001 • Set for Success, 2002 • Ready to Enter, 2002 • Hardwired to Connect, 2003

4. Hardwired to Connect • Commission on Children at Risk released this report in September, 2003. • Collaboration of neuroscientists, doctors, and social scientists. • Reflects on rising rates of mental problems and emotional distress among U.S. children and adolescents.

5. Update on Child Well-Being • 6% of US children are taking psychotropic medications. • 300% increase between 1987 and 1996. • 300% increase for psychotropic medication for 2 to 4 year olds between 1991 and 1995. Archives of Pediatrics and Adolescent Medicine, 2003 Journal of the American Medical Association, 2000

6. Update on Child Well-Being • Increase in serious emotional and behavioral difficulties in very young children, especially those involving self-regulation and communication.

7. Hardwired to Connect • Concluded we need to move from special programs for “at risk” children to recognizing broad societal conditions that are contributing to growing numbers of suffering children. • Crisis in lack of connectedness: • Close connections to other people • Deep connections to moral and spiritual meaning

8. Connection Deficits? Sample of 125 foster children under age 6 • Over 80% had developmental or emotional problems • 50% had both Klee, Kronstadt, & Zlotnick, 1997

9. Hardwired to Connect • Mechanisms by which we become and stay attached to others are biologically primed and increasingly discernable in the basic structure of the brain. • Nurturing environments, or the lack of them, affect gene transcription and the development of brain circuitry.

10. Nurture Affects Brain Development • Nurturing touch promotes growth and alertness in babies. • Presence of a secure attachment protects toddlers from biochemical effects of stress. • Abused children pay more attention to angry faces – reflected in brain’s response. Field, 1986; 1995 Gunnar, 1989; 1996 Pollak, et al., 2003

11. Nurture Affects Brain DevelopmentAnimal Studies • Well-nurtured pups develop into laid-back adult rats. • Good foster mother monkeys can alter the development of highly reactive temperaments. Meaney, 2001 Suomi, 2002

12. Hardwired to Connect • Social environments can affect genes at the level of transcription to reduce genetically based risks.

13. Neurobiological Ties that BindAnimal Studies • Not only do differences in maternal attention predict emotionality of the offspring, but also predict how the offspring will mother their own pups. • The underlying neural systems mediating these behaviors appear to be changed by positive nurture. Meaney, 2001 Suomi, 2002

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15. Neglect of physical or emotional needs Promote Child’s Potential: Create Developmental Risk: What Research Tells Us:Aspects of Relationship with Caregiver that... • Gentle, responsive nurturing • Clear, consistent expectations & supervision • Harsh or inconsistent punishment • Little expressive speech; excessive prohibitions • Positive & responsive verbal interaction • Stable environment and caregiver • Frequent changes in caregiver, routines Encouraging Connections, 2003

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17. Depression, emotional stress, substance abuse What Research Tells Us:Aspects of Caregiver Well-being that... Create Interactional Risk: Promote Positive Interaction: • Good mental health • Adequate knowledge and education • Less than high school education • Social isolation, poor relationship skills • Social support • Adequate time and energy • High child:caregiver ratio • Adequate resources • Inadequate space and play materials, excessive noise Encouraging Connections, 2003

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