Brain Development And Narrative Analysis

One psychosocial factor is the family’s socioeconomic status. Socioeconomic statuses has been researched to be on of the most influential factors in rather or not a family will succeed or face challenges, it can be a determinant in the development of mental health, physical health, and emotional health. A parent’s educational level, their occupation, and income could place the family in either a beneficial or hindering situation, in return, affecting the way a parent could establish attachment with their child. For example, a single parent raising their child and having to manage two jobs, could result in limited attachment to their parent or primary caregiver. Parental stress and their adverse childhood experiences is another psychosocial factor which can determine a child’s

When children experience a traumatic event, not only does it affect their emotions but it can affect many areas of development if not all of them. Equally, health and learning difficulties can also have a less desirable effect on holistic development. By looking at how such factors can affect child development, we can work towards finding a suitable learning method and helping children overcome and recover from their experiences.

When babies and young children feel valued, secure and trust the people around them, they are more likely to thrive and achieve their developmental goals. Certain areas of development are linked to the strength of attachment that children have with those around them, especially emotional and language development. We also know that children learn from those they have a strong bond with and so cognitive development can also be linked to strong relationships. This is of course equally true with their primary carer, for example their parents, as well as with their key person in their setting.

It impacts the maturation of specific brain areas at particular ages, the physiological and neuro-endocrinological responses as well as impacting the ability to coordinate cognitions, behaviours and emotional regulation. Therefore, the effect of trauma is different in different developmental stages. Ornitz (1996) has listed critical periods of major structural changes in brain development in accordance with Piaget’s stages of cognitive development. This includes the periods between early childhood (1.5-4 years), late childhood (6-10 years), puberty and mid-adolescence. This ensures that there are widespread implications of trauma in childhood especially in terms of the age at which exposure to trauma occurs as well as the areas of the brain affected. For example, the volume of the brain shows a rapid increase in first two years (Matsuzawa et al., 2001), a time when the development of attachment also takes place. Moreover, this growth is more experience- dependent (Schore, 2001). Children below the age of two also show a greater right brain than left brain

The purpose of this paper is to conduct library research on early childhood trauma and its effects on brain development. This paper will discuss the consequences of early childhood trauma, specifically the manner in which it impacts brain development. Included will be a discussion of What tends to happen to people who experience early childhood trauma. Within the paper will be a description of the consequences of this type of trauma for the urban individual, family, community, or culture. This paper will then identify two of the most effective, evidenced based practice treatment models utilized for survivors of this form of trauma.

Scientific research over the last 20 years has demonstrated that repeated exposure to trauma and chronic stress in early childhood can impair brain development. For my research I have chosen the topic: Childhood Trauma and how the environment affects their learning. Increasing the quality of service and their stability help to foster positive responsive relationships with nurturing caregivers. As children struggle it is important for us to identify environmental factors and triggers that have an impact in the capability of children’s learning experiences. Having an open and ongoing healthy relationships with parents as well as students helps deal with these struggles that children face today.

Although secure attachment during infancy is the foundation for continued healthy positive development during the lifespan, it is important to understand that other factors can have a significant effect on development later in life (i.e. illness, loss, and trauma). However, research has shown the importance of consistent care giving that is responsive and nurturing and the caregivers’ ability to effectively accommodate more difficult temperament characteristics ,as well as other factors, influence the development of healthy attachment{{64 Bakermans-Kranenburg, Marian 2003}}. Research has also shown that infancy and early childhood is the period of development where scaffolding begins and continues (Vygotsky, 1978; Zhao & Orey,1999).

Recently, I read an article about how the brain is not fully matured until the age of 25. With this knowledge, I have constructed a contract to prevent issues caused by my underdeveloped brain. This contract will prevent me from getting into unwanted trouble and will prevent my parents from future stress and headaches. It will be broken down into 3 parts: home life, school life, and social life.

The developing brain is not yet hard-wired due to its plasticity. This also makes it susceptible to different forms of stress. Therefore, intervention

As I reflects on the video, I feel that parents should understand the importance of the brain and how it can determine the way a child achieve in live. As educators we have to educate our parents on how the brain can affects the early adversity on children development. According to what I have learned, we have to recognize problems and address them before they get worse (Harvard University). In early childhood, research on the biology of stress shows how major adversity, such as extreme poverty, abuse, or neglect can weaken developing brain architecture. The earliest years are the more crucial to the child, however, there should be prevention to protect the brain (Harvard University). Consequently, this can cause the body to react to stress

It is well acknowledge that Interpersonal attunement in relationships, whereby the child has a secure attachment, helps to develop intrapersonal attunement, such as mindfulness within the individual (Ma, 2008). Mindfulness is not only attributed to to increasing emotional regulation but also to lower stress and anxiety levels (Snyder, Shapiro and Treleaven, 2012). This is of particular relevance for children that have a history of trauma, affects multiple brain sites thus hampering the individual ability to regulate their emotions when stressed (Newton, 2008).

As a parent and in my experience working with children, there are a multitude of ways one can make a difference in the life of a child. Parental resilience was one of the “Five Protective Factors” and I feel it can make a big impact on the well being of a child. For instance, if a family is going through a family emergency being resilient toward the circumstances will assist the child in coping with the crisis. As an educator being knowledgeable about parenting and child development can make a difference in both the lives of the child and the parents as well. For instance, if a parent is having an increasingly difficult time controlling their child’s behavior at home, seeking assistance from educators can play an important role. Furthermore,

The process of brain development is influenced by both our individual biology and our surroundings – the “nature versus nurture” debate (Matthews, 2004). We have learned our genetics predispose us to develop certain ways while our environment and experiences shape our brain’s development and influence our behaviors, even the person we become. Regardless of the general environment, though, all children require proper incentive and nurturing for healthy development. If these are missing (e.g., if a caretaker is inattentive, violent, depressed, or cognitively impaired), the child’s brain development may also be a risk and impaired. “Because the brain adapts to its environment, it will adapt to

According to the article, “Stress and Child Development” (2014) by Ross Thompson, stress is defined as “a complex psychobiological process with biological, emotional, mental, and behavioral consequences, all of which influence one another” (Thompson, 2014, p.46). Thompson’s research provided insight into helping children who suffer from stress, and cope with this stress through neurobiological processes, including two-generation and multi-generation intervention, which includes parents, teachers, relatives and grandparents or anyone who provides care for these children. Thompson’s research found that children who grow up in a loving environment are less stressful, and when confronted with stress, these children cope with stress better than children who live in a non-loving environment. Thompson suggested that stress is brought on when an individual feels threatened or when her or she feels surrounded by, or in immediate danger, thus, emphasizing how a child’s social experiences plays a key role in the development of a child’s neurological systems as well as his or her biological system (Thompson, 2014). Thompson’s research of Hurricane Katrina found that children whose parents could no longer provide care for their children faired much worse than children whose parents provided care, as it relates to stress. Thompson’s study of a Romanian orphanage found that the sooner a child was adopted into a loving environment, the sooner a child learned how to cope and

Young children are like sponges; they absorb information like a sponge absorbs water. It is essential for them to be emerged in an environment in which they can absorb positive information so that one day they can become contributing members of our society and have a better future. For this reason, there is a pronounced importance on providing enriching environments for children to learn and develop appropriately. One of the ways that this can be achieved is through a literacy rich environment specifically with the use of story reading and storytelling.