{"id":82,"date":"2024-10-15T15:16:44","date_gmt":"2024-10-15T15:16:44","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/ppscece1011introtoearlychildhoodeducation\/chapter\/health-safety-and-nutrition-impact-on-brain-development\/"},"modified":"2025-06-12T16:28:58","modified_gmt":"2025-06-12T16:28:58","slug":"health-safety-and-nutrition-impact-on-brain-development","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/ppscece1011introtoearlychildhoodeducation\/chapter\/health-safety-and-nutrition-impact-on-brain-development\/","title":{"raw":"Health, Safety, and Nutrition \u2013 Impact on Brain Development","rendered":"Health, Safety, and Nutrition \u2013 Impact on Brain Development"},"content":{"raw":"
\r\n\r\n\r\n\r\n\r\n
\r\n

Topical Outline<\/strong><\/p>\r\n<\/td>\r\n

\r\n

Colorado Standard Competencies<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Health, safety, and nutrition<\/p>\r\n\r\n

    \r\n \t
  • Best practices<\/li>\r\n \t
  • Regulatory compliance<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n

Describe best practices for health, safety, and nutrition for young children and apply state regulatory requirements for nutrition, health, and safety in the early childhood setting<\/p>\r\nDefine developmentally appropriate practices for programs serving young children\r\n

<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n
\"\"\r\n

Vocabulary<\/strong><\/p>\r\n

Standard Competency:<\/p>\r\n

Explain basic early childhood and early childhood special education terminology<\/p>\r\n<\/td>\r\n<\/tr>\r\n

ACES:<\/strong> Adverse Childhood Experiences\r\n\r\nAxon:<\/strong> Part of the neuron that sends information to other cells\r\n\r\nBoundaries:<\/strong> How quickly a brain can develop myelin\r\n\r\nBrain Stem and <\/strong>M<\/strong>idbrain:<\/strong> Lower part of the brain concerned with survival\r\n\r\nC<\/strong>erebellum:<\/strong> Part of the brain concerned with coordination\r\n\r\nCortex:<\/strong> Outer part of the brain concerned with higher level thinking\r\n\r\nCortical Modulation<\/strong>: Ratio of function in brain areas\r\n\r\nCortisol:<\/strong> Hormone released during stress\r\n

Dendrite:<\/strong> Part of the neuron that receives information from other cells<\/p>\r\nDistress:<\/strong> Negative stress\r\n\r\nEmotional Intelligence:<\/strong> 5 specific skills related to understanding feelings of self and others and using them to make positive life decisions\r\n\r\nEnriched Environment:<\/strong> Stimulating, challenging, supportive and loving environment\r\n\r\nEustress:<\/strong> Positive stress\r\n\r\nFrontal <\/strong>L<\/strong>obe: <\/strong>Part of the cortex that processes sensory and motor information\r\n\r\nLimbic system:<\/strong> Mid-part of the brain concerned with emotions and memory\r\n\r\nMindfulness<\/strong>: Being aware of your body and surroundings in the current moment\r\n\r\nMyelination:<\/strong> Protective fatty coating on the mature neuron\r\n

Neurotransmitters:<\/strong> Chemical messengers that transmit information between neurons<\/p>\r\nOccipital <\/strong>L<\/strong>obe:<\/strong> Part of the cortex that processes vision\r\n\r\nParietal <\/strong>L<\/strong>obe:<\/strong> Part of the cortex that processes sensory information\r\n\r\nPlasticity:<\/strong> How easily the brain can change itself. It is more plastic in the youngest years\r\n\r\nPrefrontal <\/strong>L<\/strong>obe<\/strong>: Part of the cortex that processes critical thinking, problem solving and executive function and self-regulation\r\n\r\nPruning:<\/strong> Reducing the number of connections and neurons in the brain\r\n

Resilience:<\/strong> Ability to overcome early hardships<\/p>\r\nStress:<\/strong> Physical, chemical, or emotional factor that causes bodily or mental tension\r\n

Synaptic Gap:<\/strong> Tiny space between neurons<\/p>\r\nTemporal <\/strong>L<\/strong>obe<\/strong>: Part of the cortex that processes hearing, speech, and language\r\n\r\nThalamus:<\/strong> Acts like a gate for sensory information coming into the brain\r\n

Window of Opportunity:<\/strong> Times when the brain is best suited to learn a task<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Introduction<\/h2>\r\n

We study the brain to get a better understanding of children\u2019s development, disabilities, to recognize the giftedness in all of us, and to improve programs and policies for children and families. We will explore functions of the brain and the impact of stress and trauma. Finally, we will explore application of brain development to the field of early childhood.<\/p>\r\n

The brain is the only organ to study itself. It is critical to understand how the brain develops and what is necessary to maintain its health because it informs and impacts everything we do in our lives, especially when working with children. As we will learn, the brain develops quickly in the early childhood years but continues to change throughout our lives. When we understand the brain, we understand the power and impact of positive early childhood experiences. We also will come to understand the impact on young brains from toxic stress and abuse and what we need to do in order to prevent this. Building healthy brains from the start helps everyone.<\/p>\r\n\r\n

Brain Development<\/h2>\r\n\r\n\r\n\r\n
\r\n

\"image\"<\/p>\r\n<\/td>\r\n

\r\n

Reflection<\/strong><\/p>\r\n

The purpose of learning basic information about brain development is to understand the theory that informs everything we do when working with children.<\/p>\r\n

<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Basic Brain Facts<\/h2>\r\n

At the cellular level, the brain is made up of 86 billion nerve cells called neurons<\/strong> that regulate cognitive activity. There are at least 10 times more support cells, called glial cells. Once it was thought we had 100 billion nerve cells, but newer research has demonstrated it is actually 86 billion (BrainFacts\/SFN, 2018). Neurons communicate with each other through billions of connections in an electrochemical process. There are about 500 trillion connections in the adult human brain.<\/p>\r\n

Although there has long been a debate about whether we are more impacted by nurture (our environment) or nature (our individual biology), we now understand that it is actually a unique combination of both. While neither nature nor nurture fully explains what makes us human, we do know that it is a complex relationship between the two. Biology and genetics may provide the potential, but our social environment can shape our ability to access that potential.<\/p>\r\n\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"538\"]\"Labeled Labeled neuron<\/a> by Georgia Tech Biological Sciences<\/a> is licensed under CC by 3.0<\/a>[\/caption]\r\n

Neurons<\/h2>\r\n

Neurons transmit information between each other through axons and dendrites using the synaptic gap to exchange neurotransmitters. The axon sends a message through a series of electrical impulses called the action potential. When the impulse reaches the end of the axon the electrical activity ceases. A chemical process takes place in the form of neurotransmission. If the message is \u201ctransmitting\u201d an electrical charge is triggered in the next neuron. That neuron\u2019s dendrite receives the message and electrically sends it through the axon to the next neuron. The process repeats until the message has reached its destination.<\/p>\r\n\r\n

Neurotransmission<\/h2>\r\n

When the electrical impulse that carries information reaches the end of a neuron\u2019s axon, they are stopped at the tiny synaptic gap that separates them from the receiving neuron. The circuit is broken. Neurotransmitters are chemical messengers secreted at the synapse that have the potential to continue the circuit and transmitting information between neurons.<\/p>\r\n

Without neurotransmitters the brain could not process information or send out instructions to run the rest of the body. They affect the formation, maintenance, activity and longevity of synapses and neurons. Neurotransmitter molecules are produced within a specific type of neuron (different neurons are specialized in different neurotransmitters) and stored in tiny sacs known as vesicles. When an electrical signal reaches the vesicles, they release their neurotransmitters into the synaptic gap.<\/p>\r\n\r\n\r\n[caption id=\"\" align=\"alignleft\" width=\"167\"]\"image\" Action of SSRIs and NRIs<\/a> is licensed under CC BY 4.0<\/a>[\/caption]\r\n

Each type of neurotransmitter has a unique shape that acts like a key. Released neurotransmitters attempt to attach to receptor sites (usually on the receiving neuron\u2019s dendrites). Each receptor site is shaped like a lock that will fit only certain types of neurotransmitters. If the key fits, the neurotransmitter will send a message to turn on a receiving neuron- excitatory or off \u2013 inhibitory.<\/p>\r\n

When a neurotransmitter\u2019s job is done, the receptors release the molecules, which are either broken down or recycled. Each neurotransmitter has a very specialized function. Ligands or neurotransmitters can be broken down into categories: classical neurotransmitters, peptides, soluble gases, or steroids (hormones). Some neurotransmitters carry emotional information that impact our mood, outlook on life and behavior. For example, Cortisol has an impact on our stress response system.<\/p>\r\n

Babies are born with an estimated 86 billion brain cells. We create new connections, in the form of neural pathways, in response to our active engagement in stimulating experiences. In the first few years of life more than 1 million new neural connections form every second (Center for the Developing Child). Most neural pathways are created after birth as a result of stimuli coming from the environment that the child interacts with through the senses.<\/p>\r\n

Each time the brain responds to a similar stimulus there is an increased propensity for the neurons to reconnect along the same pathway. Connections grow in a brain when experiences are repeated over and over or when an experience triggers a strong emotional reaction. The brain becomes hard wired to respond along established pathways.<\/p>\r\n

Neurons physically change as a result of this activation. Neurons grow new dendrite branches and receptor sites allowing the brain to process information more effectively and efficiently in more areas of the brain. The brain changes in response to experience by making connections with new input to what is already known and in place. The brain learns by recognizing patterns to make sense of new experiences. For example, when a baby tracks a toy with their eyes while grasping at it with their hand their visual and motor pathways are connecting and growing stronger. Experience sculpts the brain!<\/p>\r\n

The most active period for creating connections is in the early years of life, but new connections can form throughout life. After this rapid proliferation early on, unused brain cells and connections wither away in a process called pruning<\/strong>. Pruning is necessary in order to make room for the pathways the child needs most to survive in their world. Creating room also has the function of making the remaining pathways more efficient. Think of how pruning a fruit tree is essential to make room for new growth and fruit to mature. Pruning too many neurons that are important will decrease the brain\u2019s efficiency. Most intensive pruning happens between the ages 7 and 12 but is happening in some form throughout life, starting at about 8 months. The intensity of the pruning is dependent on which area of the brain is being affected at the time.<\/p>\r\n\r\n

Plasticity<\/h2>\r\nPlasticity<\/strong> is the term that describes the ease with which the brain can change itself. Our genes provide the blueprint, and our experiences are the architect. Which genes get turned on or off is determined by our experiences and environment. The brain\u2019s pathways strengthen as they are used. As stated above, the neurons that are not used are subject to pruning, so it is a literal \u201cuse\u00a0it or lose it\u201d scenario. There is a remarkable increase in synapses during the first year of life. At birth we start with around 50 trillion connections, by 3 years we have around 1,000 trillion connections and as adults we have about 500 trillion connections. The brain is most plastic early in life, and it is easier to influence a baby\u2019s brain than try to rewire parts of it in the later years.\r\n\r\n[caption id=\"attachment_72\" align=\"alignleft\" width=\"275\"]\"At Picture of Synaptic Density: Synapses are created with astonishing speed in the first three years of life. For the rest of the first decade, children\u2019s brains have twice as many synapses as adults\u2019 brains (CHEF, 2003). Image 4.x Rethinking the Brain is licensed under CC by 1.0<\/a> Needs attribution<\/span><\/strong>[\/caption]\r\n\r\n[caption id=\"attachment_73\" align=\"alignleft\" width=\"357\"]\"The It is easier and less costly to form strong brain circuits during the early years than it is to intervene or \u201cfix\u201d them later. Center on the Developing Child<\/a> at Harvard University.[\/caption]\r\n

<\/h2>\r\n

<\/h2>\r\n

<\/h2>\r\n

<\/h2>\r\n<\/div>\r\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Windows of Opportunity<\/span>\r\n
\r\n

There are some windows of opportunity<\/strong> in the brain for optimal growth. During certain stages of brain growth, parts of the brain become much more active in response to what the senses absorb, growing and learning faster than at any other time in life. Children need the right experiences at the right time for their brains to fully develop in these areas. Sight is one of these windows of opportunity. If the eyes are deprived of sensory input early in life the neurons poised to connect for visual pathways reassign and sight will not develop. Most windows of opportunity are only optimal times and not absolutes. Every child is on their own timetable and so the age they reach the window will vary.<\/p>\r\n\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"527\"]\"Emotional Childhood Windows of Opportunity <\/a>[\/caption]\r\n

It is important to remember that windows of opportunity are times when the brain is the most responsive for optimal development. When developmental stages are interrupted or skipped, or an injury of any degree is experienced, some sensory-motor and cognitive functions may be impaired or missing. For most functions it is never too late to grow new neurons and pathways, but it gets increasingly harder to do this as the brain ages. Early intervention is key to helping the brain get back on track for optimal development. The human brain has a remarkable ability to heal. Windows don\u2019t \u201cslam shut\u201d but slowly close as we age, never really shutting for good.<\/p>\r\n

Children need active involvement in a stimulating, challenging and loving environment to cause the brain to grow and flourish. Passive involvement, isolation and an impoverished environment diminish the brain.<\/p>\r\n\r\n

Enriched Environments<\/h2>\r\n

What is included in an enriched environment<\/strong> for the brain?<\/p>\r\n\r\n