Transcript Assessment and Evaluation with Infants and Young Children

Early Brain Development: Implications
for Social Emotional Development
Betty Rintoul, Ph.D.
Encouraging Connections
Role of Experience
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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
Recent Research Reports….
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Suggest that children’s social and emotional
well-being is critical to their success in school
and in life.
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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
Hardwired to Connect
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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.
Update on Child Well-Being
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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
Update on Child Well-Being
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Increase in serious emotional and behavioral
difficulties in very young children, especially
those involving self-regulation and
communication.
Hardwired to Connect
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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:
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Close connections to other people
Deep connections to moral and spiritual meaning
Connection Deficits?
Sample of 125 foster children under age 6
 Over 80% had developmental or
emotional problems
 50% had both
Klee, Kronstadt, & Zlotnick, 1997
Hardwired to Connect
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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.
Nurture Affects Brain Development
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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
Nurture Affects Brain Development
Animal Studies
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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
Hardwired to Connect
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Social environments
can affect genes at
the level of
transcription to
reduce genetically
based risks.
Neurobiological Ties that Bind
Animal Studies
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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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Encouraging Connections, 2003
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What Research Tells Us:
Aspects of Relationship with Caregiver that...
Promote Child’s Potential:
Create Developmental Risk:
 Gentle, responsive nurturing  Neglect of physical or
emotional needs
 Clear, consistent
expectations & supervision
 Harsh or inconsistent
punishment
 Positive & responsive verbal  Little expressive speech;
excessive prohibitions
interaction
 Stable environment and
caregiver
Encouraging Connections, 2003
 Frequent changes in
caregiver, routines
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What Research Tells Us:
Aspects of Caregiver Well-being that...
Promote Positive Interaction:
Create Interactional Risk:
 Good mental health
 Depression, emotional
stress, substance abuse
 Adequate knowledge and
education
 Less than high school
education
 Social support
 Social isolation, poor
relationship skills
 Adequate time and energy
 High child:caregiver ratio
 Adequate resources
 Inadequate space and play
materials, excessive noise
Encouraging Connections, 2003
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Encouraging Connections, 2003
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