1. A FACT SHEET FOR FAMILIES AND PEOPLE WHO WORK WITH FAMILIES
Brain Development Bulletin #4356
What We Know About understood intuitively that loving, produces trillions more neurons
How Children Learn everyday interactions — cuddling and “synapses” (connections
infants closely or singing to between the brain cells) than
Brain cells are “raw” materials — toddlers — help children learn. needed. During the first years of
much like lumber is a raw material A brain is not a computer. life, the brain undergoes a series
in building a house. Heredity may The brain begins working long of extraordinary changes. Then,
determine the basic number of before it is finished. And the through a process that resembles
“neurons” (brain nerve cells) same processes that wire the Darwinian competition, the brain
children are born with, and their brain before birth also drive the eliminates connections that are
initial arrangement, but this is very rapid growth of learning that seldom or never used.
just a framework. A child’s occurs immediately after birth. At “Windows of opportunity” are
environment has enormous impact birth, a baby’s brain contains 100 critical periods in children’s lives
on how these cells get connected billion neurons, roughly as many when specific types of learning
or “wired” to each other. Many nerve cells as there are stars in the take place. For instance, scientists
parents and caregivers have Milky Way. Before birth, the brain have determined that the neurons
for vision begin sending messages
back and forth rapidly at 2 to 4
months of age, peaking in intensity
at 8 months. It is no coincidence
that babies begin to take notice
of the world during this period.
Scientists believe that
language is acquired most easily
during the first ten years of life.
During these years, the circuits in
children’s brains become wired for
how their own language sounds.
An infant’s repeated exposure to
words clearly helps her brain build
BRAIN DEVELOPMENT, BULLETIN #4356 1

2. the neural connections that will speak the language. synapses to grow and existing
enable her to learn more words Schools can take advantage of connections to get stronger.
later on. For infants, individual this window of opportunity to teach Connections that are used become
attention and responsive, language. If children are to learn permanent. If a child receives
sensitive caregiving are critical to speak a second language like a little stimulation early on, the
for later language and intellectual native, they should be introduced synapses will not develop, and the
development. to the language by age ten. brain will make fewer connections.
Research does not suggest Early stimulation sets the stage Recent research on one of the
drilling children in alphabet songs for how children will learn and body’s “stress-sensitive” systems
from different languages or using interact with others throughout shows how very stressful
flash cards to promote rote life. A child’s experiences, good or experiences also shape a child’s
memorization of letters and bad, influence the wiring of his developing brain. When children
numbers. Children learn any brain and the connection in his are faced with physical or
language best in the context of nervous system. Loving interactions emotional stress or trauma, one
meaningful, day-to-day interactions with caring adults strongly of these systems “turns on” by
with adults or other children who stimulate a child’s brain, causing releasing the hormone cortisol.
What’s Happening What You Can Do Window of Learning
Connecting Babies can see at birth, clearly and You don’t need to buy fancy or Vision needs to be exercised
Vision with discrimination, especially high-contrast black-and-white toys early on for good development.
objects (like human faces) eight to stimulate vision. But regular eye Visual acuity develops from birth
to 10 inches away. Focusing both exams, starting as early as two to about age 6 or 7; binocular
eyes on a single object farther weeks of age, can detect problems vision develops between ages 1
away, the development of depth that, if left uncorrected, can cause and 3.
perception and hand-eye a weak or unused eye to lose its
coordination all take more time. functional connections to the brain.
Brightness and movement are
visible at any distance.
Connecting Some of the first circuits the brain Provide loving care, which will Emotions develop in layers,
Feelings builds are those that govern the give baby’s brain the right kind of each more complex than the
emotions. The first two emotions emotional stimulation. Neglecting last. The stress response
are opposites: feeling calm and a baby can cause brain-wave develops from birth through age
relaxed and feeling distress. patterns that dampen happy 3; empathy and envy begin to
Beginning around two months of feelings. Abuse can produce develop during the second year
age, these start to evolve into anxiety and abnormal stress through about age 10.
more complex feelings. responses.
Connecting Before birth, an infant learns the Babies are born interested in Language skills are sharpest
Language “melody” of its mother's voice. listening to human voices and the early on but grow throughout
During the first six years, its brain tendency to produce babbling life. Recognition of speech
will set up the circuitry needed sounds. Talking to a baby, begins at birth through ages 6 or
to understand and reproduce especially in the high-pitched, 7; vocabulary starts growing
complex language. A six-month- singsong speech style known as during the second year and
old can recognize the vowel “Parentese,” speeds up the process continues through adulthood.
sounds that are the basic building of learning new words and helps
blocks of speech. babies connect objects with words.
Connecting At birth, babies move in a jerky, Give babies freedom to explore Motor-skill development starts with
Movement uncontrollable way. Over the next within safe limits. Reaching for the larger muscles (like the neck,
four years, the brain will refine objects helps the brain develop arms and legs) and moves to
the circuits needed for reaching, hand-eye coordination and helps increasingly smaller muscles (like
grabbing, sitting, crawling, muscles learn patterns of actions. fingers and toes). Basic motor skills
walking, running and jumping. As soon as your child is ready for start developing shortly after birth;
them, activities like drawing and fine motor ability begins developing
playing a violin or piano will help in the second half of the first year.
develop fine motor skills. Musical fingering ability opens up
about age 5.
2 FAMILY ISSUES FACTS

3. High levels of cortisol can cause Too much cortisol in the brain in other words, really do produce
brain cells to die and reduces the can make it hard for children to rich brains.
connections between the cells in learn and to think. And they may
Sources:
certain areas of the brain. have trouble acting appropriately
Nash J. M. “Fertile Minds.” Time,
Babies with strong, positive in stressful situations. February 3, 1997, pp. 48-51.
emotional bonds to their caregivers Healthy relationships during Newberger, J. J. (1997). “New Brain
show consistently lower levels of the early years help children have Development Research: A Wonderful
cortisol in their brains. While healthy relationships throughout Window of Opportunity to Build Public
Support for Early Childhood Education.”
positive experiences can help life. Deprived of a positive,
Young Children 52 (4), pp. 4-7.
brighten a child’s future, negative stimulating environment, a child’s
experiences can do the opposite. brain suffers. Rich experiences,
The Brain in Brief Brain Cell
Cell body
Brain Structure
The brain is part of the central nervous neurons. The nerve cells proliferate
system, and plays a decisive role in before birth. In fact, a fetus’ brain
controlling many bodily functions, produces roughly twice as many
including both voluntary activities neurons as it will eventually need — Axon
(such as walking or speaking) and a safety margin that gives newborns
involuntary ones (such as breathing the best possible chance of coming
or blinking). into the world with healthy brains.
The brain has two hemispheres, Most of the excess neurons are shed
Dendrites
and each hemisphere has four lobes. in utero. At birth, an infant has
Each of these lobes has numerous roughly 100 billion brain cells.
folds. These folds do not all mature Every neuron has an axon
at the same time. The chemicals that (usually only one). The axon is an experiences the surrounding world
foster brain development are released “output” fiber that sends impulses to and forms attachments to parents,
in waves; as a result, different areas other neurons. Each neuron also has family members and other caregivers.
of the brain evolve in a predictable many dendrites — short, hair-like In the first decade of life, a child’s
sequence. The timing of these develop- “input” fibers that receive impulses brain forms trillions of connections or
mental changes explains, in part, from other neurons. In this way, synapses. Axons hook up with
why there are “prime times” for certain neurons are perfectly constructed to dendrites, and chemicals called
kinds of learning and development. form connections. neurotransmitters facilitate the passage
Different parts of the brain control As a child grows, the number of of impulses across the resulting
different kinds of functions. Most of the neurons remains relatively stable, but synapses. Each individual neuron
activities that we think of as “brain each cell grows, becoming bigger and may be connected to as many as
work,” like thinking, planning or heavier. The proliferation of dendrites 15,000 other neurons, forming a
remembering, are handled by the accounts for some of this growth. network of neural pathways that is
cerebral cortex, the uppermost, ridged The dendrites branch out, forming immensely complex. This elaborate
portion of the brain. Other parts of “dendrite trees” that can receive network is sometimes referred to as
the brain also play a role in memory signals from many other neurons. the brain’s “wiring” or “circuitry.” If
and learning, including the thalamus, they are not used repeatedly, or
hippocampus, amygdala and basal Connections among often enough, they are eliminated. In
forebrain. The hypothalamus and Brain Cells this way, experience plays a crucial
amygdala, as well as other parts of the At birth, the human brain is in a role in “wiring” a young child’s brain.
brain, are also important in reacting remarkably unfinished state. Most of
to stress and controlling emotions. Source: Shore, R. (1997). Rethinking the
its 100 billion neurons are not yet Brain: New Insights into Early Development.
Brain Cells connected in networks. Forming and New York, NY: Families and Work Institute,
pp. 16-17.
reinforcing these connections are the
The basic building blocks of the brain key tasks of early brain development.
are specialized nerve cells that make Connections among neurons are
up the central nervous system: formed as the growing child
BRAIN DEVELOPMENT, BULLETIN #4356 3

4. Day-to-Day Care of Young For more information
on family issues,
Children’s Brains contact your county
Research on early brain development and school readiness suggests the Extension office or the
following guidelines for the care of young children: University of Maine
Ensure health, safety, and good nutrition: Seek regular prenatal care; breast Cooperative Extension
feed if possible; make sure your child has regular check-ups and timely
immunizations; safety-proof the places where children play; and use a car family living office,
seat whenever your child is traveling in a car. 5717 Corbett Hall,
Develop a warm, caring relationship with children: Show them that you
care deeply about them. Express joy in who they are. Help them to feel safe
Orono, ME 04469-5717
and secure. (207) 581-3448/3104
Respond to children’s cues and clues: Notice their rhythms and moods, or 1-800-287-0274.
even in the first days and weeks of life. Respond to children when they are
upset as well as when they are happy. Try to understand what children are
feeling, what they are telling you (in words or actions), and what they are
trying to do. Hold and touch them; play with them in a way that lets you follow
their lead. Move in when children want to play, and pull back when they seem Prepared by Judith Graham,
to have had enough stimulation. Extension human development
Recognize that each child is unique: Keep in mind that from birth, children specialist.
have different temperaments, that they grow at their own pace, and that this
pace varies from child to child. At the same time, have positive expectations about
what children can do and hold on to the belief that every child can succeed.
Talk, read, and sing to children: Surround them with language. Maintain an
ongoing conversation with them about what you and they are doing. Sing to
them, play music, tell stories and read books. Ask toddlers and preschoolers to
guess what will come next in a story. Play word games. Ask toddlers and
preschoolers questions that require more than a yes or no answer, like “What do
you think...?” Ask children to picture things that have happened in the past or
might happen in the future. Provide reading and writing materials, including
crayons and paper, books, magazines, and toys. These are key pre-reading
experiences.
Encourage safe exploration and play: Give children opportunities to move
around, explore and play (and be prepared to step in if they are at risk of
hurting themselves or others). Allow them to explore relationships as well.
Arrange for children to spend time with children of their own age and of other
ages. Help them learn to solve the conflicts that inevitably arise.
Use discipline to teach: Talk to children about what they seem to be feeling
and teach them words to describe those feelings. Make it clear that while you
might not like the way they are behaving, you love them. Explain the rules
and consequences of behavior so children can learn the “why’s” behind what
you are asking them to do. Tell them what you want them to do, not just what
you don’t want them to do. Point out how their behavior affects others.
Establish routines: Create routines and rituals for special times during the
day like mealtime, nap time, and bedtime. Try to be predictable so the
children know that they can count on you.
Become involved in child care and preschool: Keep in close touch with
your children’s child care providers or teachers about what they are doing. A Member of the
Occasionally, especially during transitions, spend time with your children while University of Maine System.
they are being cared for by others.
Limit television: Limit the time children spend watching TV shows and
videos as well as the type of shows they watch. Make sure that they are Published and distributed in furtherance of Acts
watching programs that will teach them things you want them to learn. of Congress of May 8 and June 30, 1914, by
the University of Maine Cooperative Extension,
Take care of yourself: You can best care for young children when you are the Land Grant University of the state of Maine
cared for as well. and the U.S. Department of Agriculture
cooperating. Cooperative Extension and other
Source: Shore, R. (1997). Rethinking the Brain: New Insights into Early Development. New agencies of the U.S.D.A. provide equal
York, NY: Families and Work Institute, pp. 26-27. opportunities in programs and employment. 1/01
4 FAMILY ISSUES FACTS