THE FIRST 3 YEARS ARE IMPORTANT

At birth, a childs brain is about 25% of its approximate weight at adulthood At age 3, a childs brain has reached about 90% of its full potential The infant's and young child brain is vastly more complex and active than previously assumed

THE FIRST YEARS ARE CRITICAL

The vast majority of synapses are formed during the first 3 years of life and pared down after the age of 10 Experiences and sensory stimulation's (visual, auditory, tactile, olfactory, taste), organize patterns of communication between neurons

The neural patterns become the determinants of how we think, feel, and behave

Fig 1. Synaptic connections and the neural pruning process (Nash, 1997)

Fig 2. Before the age of 3, synaptic production From 3 to 10, the processes are relatively balanced Near adolescence, the balance shifts (Conel 1939 1963)

the first years are critical

An individuals capacities are not fixed at birth. The brain itself can be altered or helped to compensate for problems with appropriately timed, intensive intervention
The critical period says if you dont get this experience now, you will forever miss the opportunity to benefit from it

BRAIN PLASTICITY
The ability of other parts of the brain to take over function of damaged regions A highly plastic cortex is still adaptable because many areas are not yet committed to specific functions The first few years, the brain is more plastic than at any later time of life

THE FIRST 3 YEARS ARE PRIME OF TIME

There are prime times during which the brain is most effective in processing certain types of experiences, and many of these prime times occur during the first 3 years of life There are windows of opportunity for the development of synapses in the brain associated with a range of key skills The optimal window says its very important that you get the experience now and that it will do maximum benefit

Fig 4. LOOKING INTO THE BRAIN

These scans show how different parts of the brain are activated during particular tasks, illustrating the increasing specialization of the brain

THE PRINCIPLES OF EARLY STIMULATIONS

Stimulate all developmental aspect (Comprehensive) Sensory (auditory, visual, tactile, smell, taste) Motor (locomotion) : gross, vestibular, fine Communication, speech, language Cognitive, intelligence, creativity Emotional, social (attachments, basic trust) Self help, cooperation & leadership Moral & spiritual

..the principles of early stimulations

Stimulate right & left brain hemisphere function multiple intelligence

Left brain

Convergent, linear, systematic Logic - mathematics, rational Grammar, writing, reading Right brain

Divergent, diffuse, abstract, simultaneous Imagination, creativity, art Musical, song Socio - emotional, cooperation, leadership Moral, spiritual

Fig 5. Multiple Intelligences (Howard Gardner 1993)

Logical/ mathematical Spatial

Linguistic

Bodilykinesthetic

Interpersonal

Musical

Intrapersonal

Naturalistic

..the principles of early stimulations

Integrated in daily activity, while interact with child (since newborn) Bathing, clothing, diapering Breastfeeding, feeding Going to bed Playing Watch TV, listening music, radio

..the principles of early stimulations

Authoritative parenting style (democratic) High parental sensitivity, love, warmth Sensitive to child cue, needs Tolerance, discussion, guiding, support Minimal punishment correction Benefits : Social competence, high communication skill Higher cognitive, creativity, multiple intelligence

..the principles of early stimulations

The earlier and continues longer (maintenance) the greater benefits Early foundation quickly develop into habitual patterns Patterns of attitudes and behavior, established early in life, tend to persist The sooner the changes are made, the easier it is for children

..the principles of early stimulations

INTENSITY

More intensive (hours per day) produce larger positive effects Children and parents who actively and regularly participate show a greatest progress

..the principles of early stimulations

INDIVIDUAL DIFFERENCES

The unfolding of characteristics potentially present in the individuals genetic endowment

A stimulating environment is one that encourages the development of the childs hereditary potentials

Poor stimulation Poor housing

Low birth weight Bottle-feeding

Zinc

Good nutrition health

Lack of affection Iodine

Brain development
Iron

Low parental education

Stimulation & care

Stunting

Wasting Infection Hunger

..the principles of early stimulations

MATURATION AND READINESS TO LEARN

Maturation and learning are closely interrelated

Regardless of how much stimulation children receive, they cannot learn until they are developmentally ready to do so

..the principles of early stimulations

Criteria to determine readiness to learn

Interest in learning

Children show their interest in learning by their desire to be thought or to teach themselves
Sustained interest Their interest will persist even when they meet obstacles and encounter setbacks Improvement With practice, children who are ready to learn will show improvement even if only slight and gradual

..the principles of early stimulations

LEARNING CONSIST OF : a. Imitation

The person consciously copies what other do

b. Identification The person attempts to adopt the attitudes, values, motives, and behavior of admired and loved person c. Training / stimulation Selected, directed, and purposive activity

Fig 6. NONVERBAL IMITATION This newborn infant is imitating the happy, surprised, and sad expression of the adult model (Tiffany Field, Feldman RS, 2000)

The experiences of the first three years of life are almost entirely lost to us, and when we attempt to enter into a small childs world, we come as foreigners who have forgotten the landscape and no longer speak the native tongue

Selma Fraiberg, The Magic Years, 1959