The Research
Many early childhood
educators are unaware of the developmental importance of brain development.
Those who are aware do not think about how critical brain development
begins at conception and continues through the first five years of life. For
example, if we look at how sound develops during pregnancy fetuses begin to
hear in the second trimester around 18 weeks and then “by 24 weeks, those ears
are rapidly developing” (Timmons, 2015).
Then when we look at infants, “their receptive language abilities begin
growing leaps and bounds from the moment they are born” (2012, p. 155). Prenatal care, fetal development, nutrition,
and economics are all factors that impact receptive language and brain
development (2012).
Early childhood educators
have a stake in this development. Each early childhood stakeholder plays
a vital role in the developmental architecture of a young child’s brain (2012).
The experience we provide for the child both inside and outside of the womb can
have both positive and negatives effects on the developing brain. Research
suggests that providing quality enriched experiences help to build neurons in
the brains that become the passageway for the transferal of information
(2012). These neuro-connections will be pruned later in life. When a child
can establish more neuro-connections early on and sustain those connections
through enriched experiences the stronger the foundation for learning.
Providing enriching early experiences for young children promotes healthy
brain development. As early childhood professionals it is our responsibility to
advocate for the children that we serve. However even as professionals we must
be aware of the impact of fetal and infant brain development on learning.
The Message
The message that is
essential for early childhood stakeholders is that they play a crucial role in
brain development. There are many experiences in which we can provide
children and their families in order to support this development. There
are many practices that provide high quality enriched experiences through play,
attachment, and environment. This is
essential especially when you consider how “children’s brains develop at
fantastic rates” which is why we should take advantage of this rich time to
connect children with well-trained teachers and high-quality programs to
stimulate their learning” (2004, 46).
The Importance
This topic is of importance
to me because “positive early experiences forge the foundations for lifelong
learning and behavior” (2008). This sets
children up for lifelong success in their pursuit of college and career. “Better yet…children need [this foundation]
to be prepared for school because school prepares children to participate in
life: as engaged citizens… and as contributing members of their neighborhoods,
workplaces, and society” (2004, p. 48).
Call to Action
Join this campaign which will target early childhood
professionals, new mothers, as well as, early childhood programs. The goal of this campaign will be to provide
information on providing experiences to promote brain development. We will host a conference that will not only
provide current research on fetal and infant brain development, but it will
also review best practices in providing experiences to children through play,
healthy attachments, and environments.
There will be obstacles along the way but with your support we will be
able to achieve buy-in from early childhood stakeholders.
References
Berkeley Media Studies
Group. (2004). Making the case for
early care and education: A message development guide for advocates.
Retrieved from
Gabbard, C., &
Rodrigues, L. (2008). Earlychildhood NEWS - Article Reading Center. Retrieved
January 5, 2016, from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=360
Pence Turnbull, K. L., &
Justice, L. M. (2012). Language development from theory to practice (2nd
ed.). Upper Saddle River, NJ: Pearson, Inc.
Timmons, J. (n.d.). When Can
a Fetus Hear? Retrieved January 5, 2016, from http://www.healthline.com/health/pregnancy/when-can-a-fetus-hear
