Open Research Online

The Open University’s repository of research publications

and other research outputs

Developing Brains
Edited Book
How to cite:
Oates, John; Karmiloff-Smith, Annette and Johnson, Mark eds. (2012). Developing Brains. Early Childhood
in Focus, 7. Milton Keynes: The Open University.

For guidance on citations see FAQs.

c 2012 The Open University

Version: Version of Record

Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright
owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies
page.

oro.open.ac.uk
EARLY CHILDHOOD IN FOCUS 7

Developing Brains
EARLY CHILDHOOD IN FOCUS
Series edited by Martin Woodhead and John Oates

Early Childhood in Focus is a series of publications produced by the Child

and Youth Studies Group at The Open University, United Kingdom, with
the support of the Bernard van Leer Foundation.

The series provides accessible and clear reviews of the best and most recent
available research, information and analysis on key policy issues, offering
clear messages on core policy topics and questions, spanning all aspects
of early childhood care and education, as well as the full age range, from
infancy through to the early years of school.

Each publication is developed in consultation with world leaders in research,

policy, advocacy and children’s rights. Many of these experts have written
summaries of key messages from their areas of work especially for the
series, and the accuracy of the content has been assured by independent
academic assessors, themselves experts in the field of early childhood.

The themes of the series have been chosen to reflect topics of research
and knowledge development that address the most significant areas of
children’s rights, and where a deeper understanding of the issues involved
is crucial to the success of policy development programmes and their
implementation.

These publications are intended to be of value to advocates for the rights of

children and families, to policy makers at all levels, and to anyone working
to improve the living conditions, quality of experience and life chances of
young children throughout the world.
SERIES EDITORS
Martin Woodhead
John Oates
Child and Youth Studies Group
The Open University
Milton Keynes, United Kingdom

SERIES ADVISER
Robert Myers, independent consultant, Mexico

To obtain further copies of this and other publications in the Early Childhood in Focus series,

Developing Brains
visit: www.bernardvanleer.org

Also in the series:

Attachment Relationships
Early Childhood and Primary Education
Developing Positive Identities
Effective Early Childhood Programmes
Supporting Parenting Editors
Culture and Learning

Copyright © 2012 The Open University

First published 2012 by The Open University
John Oates
Annette Karmiloff-Smith
Child and Youth Studies Group
The Open University
Walton Hall, Milton Keynes

Mark H. Johnson
MK7 6AA
United Kingdom

with the support of:

Bernard van Leer Foundation
PO Box 82334
2508 EH The Hague
Netherlands

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
transmitted or utilised in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without written permission from the publisher or a licence from the
Copyright Licensing Agency Ltd. Details of such licences may be obtained from the Copyright
Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.

A catalogue record for this title is available from the British Library.

Designed by Agnes Borszeki

Text edited by Margaret Mellor
Printed in the United Kingdom by Cambrian Printers, Aberystwyth
ISBN 978-1-78007-321-7

EARLY CHILDHOOD IN FOCUS 7

The foundations of brain architecture are established early in life EditorS
through a continuous series of dynamic interactions in which John Oates, Senior Lecturer in Developmental Psychology, Child and
environmental conditions and personal experiences have a Youth Studies Group, The Open University, United Kingdom
significant impact on how genetic predispositions are expressed.
Annette Karmiloff-Smith, Professorial Research Fellow, Developmental
Because specific experiences affect specific brain circuits during
Neurocognition Lab, Centre for Brain and Cognitive Development,
specific developmental stages – referred to as sensitive periods – it
Birkbeck, University of London, United Kingdom
is vitally important to take advantage of these early opportunities
in the developmental building process. That is to say, the quality Mark H. Johnson, Director, Centre for Brain and Cognitive Development,
of a child’s early environment and the availability of appropriate Birkbeck, University of London, United Kingdom
experiences at the right stages of development are crucial in
determining the strength or weakness of the brain’s architecture,
which, in turn, determines how well he or she will be able to think Contributors
and to regulate emotions. Michelle de Haan, Reader, Centre for Developmental Cognitive
Neuroscience, University College London, United Kingdom
(National Scientific Council on the Developing Child, 2007, p. 1)
Ellie Dommett, Lecturer in Psychology, Brain and Behavioural Sciences,
Without the threats of biological and psychosocial risks, and The Open University, United Kingdom
with a caregiving environment that supports cognitive and
social–emotional development, children experience healthy Teodora Gliga, Research Fellow, Centre for Brain and Cognitive
brain development that enables them to reach toward their Development, Birkbeck, University of London, United Kingdom
developmental potential. With this strong foundation, they build Elizabeth Isaacs, Senior Research Fellow, Institute of Child Health,
lifespan developmental trajectories that enable them to benefit from University College London, United Kingdom
family, community, and educational opportunities …. Interventions
to reduce risks and support early child development will yield Eamon McCrory, Senior Lecturer, Developmental Risk and Resilience Unit,
lifetime gains that contribute to the achievement and sustainability University College London, United Kingdom
of improved development in the next generation. Charles A. Nelson, Professor of Paediatrics, Children’s Hospital Boston/
(Walker et al., 2011, p. 1335)
Harvard Medical School and Harvard Center on the Developing Child,
United States of America
The emerging science of brain development shows that to develop
properly, a child’s growing brain needs nurturing long before formal Gaia Scerif, Lecturer, Attention, Brain and Cognitive Development Group,
schooling starts at age 6 or 7. Investments in prenatal health and Department of Experimental Psychology, University of Oxford, United
early childhood development programs that include education and Kingdom
health are essential to realize this potential. Núria Sebastián-Gallés, Director, SAP Research Group, Universitat
Pompeu Fabra, Barcelona, Spain
(World Bank, 2011, p. 4)
Joan Stiles, Professor, Department of Cognitive Science, University of
California, San Diego, United States of America
Faraneh Vargha-Khadem, Professor of Developmental Cognitive
Neuroscience, University College London Institute of Child Health, and
Great Ormond Street Hospital for Children, United Kingdom

Academic assessor
Sarah-Jayne Blakemore, Professor of Cognitive Neuroscience, Institute
of Cognitive Neuroscience, University College London, United Kingdom
Contents
Preface.....................................................................................................ix

I. Children’s brains............................................................................. 1
The structure of the human brain........................................................2
Localisation of function........................................................................4
Building blocks of the brain.................................................................6
Development of the cerebral cortex.....................................................8
Neurotransmitters..............................................................................10
Systems and pathways.......................................................................12
Unique brain; unique child................................................................14
Brain imaging methods......................................................................16

POLICY QUESTIONS..........................................................................18

II. What develops?........................................................................... 21

Before birth.......................................................................................22
Neural growth and pruning...............................................................24
Myelination and cognitive development............................................26
Sensitive periods................................................................................28
Localisation and lateralisation.............................................................30
Networks and resting states...............................................................32
The social brain..................................................................................34
Objects of attention...........................................................................36

POLICY QUESTIONS..........................................................................38

III. Environmental influences. ...................................................... 41

Development of the visual system......................................................42
Language acquisition in the monolingual and bilingual child.............44
The importance of sleep for learning ................................................46
Diet and nutrition in brain development............................................48
The effects of early psychosocial deprivation......................................50
Maltreatment, genetics and brain development.................................52

POLICY QUESTIONS..........................................................................54

References. ..............................................................................................56
Illustrations............................................................................................ 60
Preface
The language of neuroscience is increasingly being used to support assertions about
many aspects of human life. A recent series of studies (Weisberg et al., 2008) found that
explanations of human behaviour that included irrelevant neuroscience words, such as
‘frontal lobe brain circuitry’, were rated by non-experts as significantly more credible than
explanations without the extra words. This should alert us to the need to ‘look behind
the headlines’ of popular reporting of neuroscience findings and not to accept at face
value arguments that rely on ‘latest findings by brain scientists’ to make their points.
The effects of early experiences on children’s development have been especially subject
to ‘latest findings’ reporting. There is good scientific justification for many of the insights
that are being offered; scientists around the world have been using the new tools and
methods of developmental neuroscience to great effect, and there are important findings
that have been replicated and have great relevance for policies influencing children’s
lives. But there is also a risk in reporting this research – of overstating what is known
and the policy implications. This volume in the Early Childhood in Focus series aims to
present an overview of the most significant areas of research, starting in the first section
with sufficient basic explanation of the brain and how it functions for the research to be
understood by people with little or no previous knowledge of the field.
The second section gives an overview of the developmental processes involved as the
child’s brain grows and matures in constant interaction with the environment, from
conception through to adulthood. For brain development continues through life as
experience builds memories and learning, shaping structures and functions of the brain.
But the 9 months before birth and the early years of a child’s life include especially
important and sensitive periods, because the growth and development of the brain’s
architecture and processes are vastly greater during this time than later.
Enough is now known to be able to say clearly that, for children to reach their full
potential, supporting the healthy development of their brains is paramount and the
powerful effects of early environments, both physical and social, can no longer be
ignored. The third section of this volume focuses on these influences.
It is important to recognise that research into the development of children’s brains is
still a field of study in its early stages, with many unanswered questions. Thus, for those
concerned with making use of knowledge from this field as the rationale for interventions
and support for children and families, it would be rash to accept without question strong
assertions about essential and very specific ingredients for healthy brain development,
especially assertions that seek to justify particular approaches to childcare and education.
We hope that this volume will help you to better understand and critically evaluate
reports of new findings from the expanding and increasingly important field of
developmental neuroscience.

John Oates, Annette Karmiloff-Smith, Mark H. Johnson, Editors

ix
I. Children’s brains

As a child’s brain develops, the various parts become

progressively more specialised as specific neural circuits develop
for specific functions.

Although functions become localised to an extent, the brain is a

complex organ in which many parts work in unison.

Early brain development is dependent on appropriate experiences;

the young brain is a very responsive and ‘plastic’ part of the body,
with a vast number of neurons and connections between them.

Pathways between parts of the brain become established along

the more active connections, forming systems supporting different
sensory, cognitive, emotional and behavioural functions.

The uniqueness of each child results from the complex actions

between genes that control brain growth and formative
experiences from the child’s environment, involving both
sensitivity and resilience.
 Although many different areas of the brain have been
identified, they never act in isolation from one another
The structure of the human brain

The average adult brain weighs around 1.4 kg, approximately 2–5 per cent of total
bodyweight. The brain is already highly developed by birth, weighing around one-quarter
of the adult weight, despite total bodyweight being around one-tenth of an adult’s.
When a child is born, the brain already contains the 100 billion specialised brain cells,
the ‘neurons’, or ‘grey matter’, that make up the adult brain. The greatest concentrations
of these are in the cerebellum and the ‘cortex’, the surface layers of the brain. The major
organisation of the brain is already in place with the functional subdivisions of hindbrain,
midbrain and forebrain visible as early as 40 days into pregnancy.
Although all parts of the human brain are important, the cerebral hemispheres of the
forebrain are the most striking feature, with the deep ridges and folds of the cortex. Each
hemisphere comprises four lobes – frontal, parietal, occipital and temporal – each with
distinct functions. Within each of these lobes there are several other sub-regions that
have specific functions.
Of the four lobes, the frontal lobes are the largest. Areas in the frontal lobe are associated
with a variety of processes ranging from motor control to ‘executive functions’ such
as planning and decision making. To the rear of the parietal lobe there is processing of
touch information and creation of body representation within the three-dimensional
space around us.
The occipital lobe serves to process visual information and includes areas specifically
linked to processing attributes such as colour and motion. Finally the temporal lobe
contains areas responsible for processing auditory and social information, and within
this lobe there are also subcortical structures important for learning and memory (the
hippocampus) and emotion (the amygdala).
The forebrain is the gateway for all sensory information and regulates sensory and motor
processes that are vital for planning and controlling behaviour.
The midbrain provides low-level sensory processing and responses and has a role in
motivation, while the hindbrain exerts control over basic functions such as breathing and
heart rate, and also plays a role in balance and motor learning.
Although there are specialised areas responsible for particular functions, one area of the
brain never acts in isolation from others; a specific function will involve a number of
regions working together as part of a neural network dedicated to that function.

Ellie Dommett, Brain and Behavioural Sciences, The Open University, UK

• At the point of birth, the main physical structures of a child’s brain are already established.
• Different parts of the brain work together, in networks, to support specific functions.

2
 As the brain develops, from before birth through to
adulthood, different parts come to serve specific functions
Localisation of function

Different parts of the brain become specialised during development, to deal with different
functions. The cortex of the brain has four main lobes, and can be mapped as having
more than 40 different sub-regions, each tending to be associated with particular
processes, although they largely share a common structure and can flexibly change in
their extent in the course of development after birth. This localisation of function is found
also in the deeper, sub-cortical regions of the brain with which the cortex is connected.
• Movement is largely controlled by three interlinked structures: the motor cortex, the
basal ganglia, which is itself a group of related structures below the cortex, and the
cerebellum. These structures all have discrete roles within movement, for example the
cerebellum is critical for motor learning.
• Emotions are thought to be localised to a group of brain structures collectively known
as the limbic system. This includes the hypothalamus, hippocampus and amygdala.
• Social cognition is often investigated in clinical populations where social behaviours
may differ from those of healthy individuals. The amygdala and temporal cortex have
been identified as important for this function, as have their links with other regions.
• Language processing is predominantly, but not exclusively, located in the left
hemisphere (in right-handed people), and is one example of developmental
‘lateralisation’, the specialisation of function in one of the brain’s hemispheres.
In particular, Broca’s and Wernicke’s areas come to deal with language production
and comprehension respectively. Areas involved in hearing are also active when
language is processed and, if this involves reading, areas linked to vision will be
involved as well.
• Memory localisation is dependent on the type of memory being considered.
For example, working memory relies heavily on the prefrontal cortex. In contrast,
long-term memory is associated with the hippocampus.
• Planning is an important aspect of higher cognitive functioning. It is linked to
activation in the frontal lobes and in particular the prefrontal cortex.
• Attention can be broken down into a number of different types, for example
selective, sustained or divided, each of which involves slightly different brain areas.

Ellie Dommett, Brain and Behavioural Sciences, The Open University, UK

• During childhood, many specialised regions of the brain become established.

• Among many other functions, language, emotions, memory, planning and attention
become localised in specific brain circuits.

4
 Many different cell types work together in the brain to
form and support communicating networks
Building blocks of the brain

The brain is made up of around 100 billion specialised cells called neurons.
Each neuron consists of four key parts that allow it to perform its function.
• Dendrites: branch-like protrusions from the neuron, which serve to receive
incoming signals from other neurons.
• Cell body: the hub of the neuron, which serves to integrate all incoming information
by summing the signals together.
• Axon: a long fibre, along which electrical impulses, ‘action potentials’, are
transmitted.
• Axon terminals: these are points at the end of an axon where the signal passes to
another axon. In most of these the signal is converted from an electrical signal into a
chemical one for transmission to the next neuron.
At the axon terminals the neuron will contact the dendrites of another neuron. However,
this contact is not direct because in most cases there is a small gap between the two
neurons, called a synaptic cleft. This gap prevents the electrical signal continuing directly
from the first to the second neuron. Therefore, the action potential triggers the release of
a specific chemical messenger, a ‘neurotransmitter’, from the first neuron, which is able
to diffuse across the gap to reach the second neuron where it can cause a small change
in the electrical properties of the neuron, allowing the signal to continue. For this to
happen, the second neuron has to be able to receive the released neurotransmitter and
this is done by specific receptors on the neuron dendrite.
There are many different types of neuron, some extending great distances with axons
reaching from the spinal cord to the toe while others only stretch a tiny fraction of that
distance within a single brain region.
It should also be noted that neurons are not the only cells within the brain. They are in
fact greatly outnumbered by various different types of glial cells which serve to support
the function of neurons and perform various roles in different ways, for example by
ensuring sufficient oxygen and nutrients are available for neurons. The dendrites, axons
and glial cells make up the so-called ‘white matter’ of the brain.

Ellie Dommett, Brain and Behavioural Sciences, The Open University, UK

• There are many different types of neuron.

• Some neurons extend great distances within the body, while others are microscopically short.

6
 During development, the cortex builds up in a series of
layers as neurons migrate to their destinations, and as
Development of the cerebral cortex a set of regions for particular functions

When we look at the brain, the most obvious part is the convoluted structure around the
outside, the cerebral cortex. We should not forget, however, that most of the structures
of the brain are sub-cortical and lie underneath the cortex. The human cortex, and
that of all mammals, is basically a large, thin, flat sheet about 3 or 4 mm thick. The
great increase in overall size of the cortex during evolution has resulted in it becoming
increasingly intricately folded, with characteristic indentations and lobes as it grows
within the rather confined human skull.
If we look within the cortex with a powerful microscope we can see that it has six
distinctive layers, each with its own mix of types of neurons and connectivity. This
layered structure is like a cake with layers of sponge, cream and jam that differ in relative
thickness in different places. During prenatal development, the layers of cake get built
up in an ‘inside-out’ fashion with newly born neurons moving past their older cousins
to take up their places in the upper layers, a process called ‘active migration’. Some
prenatal toxins can disrupt this neuronal migration process.
As well as the layers of the cortex building up in this way, during development the cortex
also becomes divided into areas or regions for particular functions, like slices of a cake.
The neurons within areas get recruited to particular senses, to more complex mappings
among senses, or to issuing commands to sub-cortical regions involved in motor
control. There is continuing debate among scientists about the relative importance of
specific signalling molecules versus electrical activity patterns in the establishment of
these functional areas of the cortex. One possibility is that while the borders of larger
areas are defined by intrinsic molecular markers, the more detailed differentiation into
smaller, functional areas is influenced by the actual activity of neurons themselves. What
is not in doubt is that by the time a child is born, the cortex still shows a considerable
degree of plasticity, and that the size of some functional areas can increase or decrease
depending on the patterns of practice and experience of a child (Sur et al., 1999; Sur
and Rubenstein, 2005).

Mark H. Johnson, Centre for Brain and Cognitive Development, Birkbeck, University of London, UK

• The human cortex is basically a large, thin, flat sheet about 3 or 4 mm thick.
• It has six distinct layers each with its own mix of types of neurons and connectivity.
• The layers are built up by neurons actively migrating through the developing brain.

8
 Neurotransmitters are chemicals that act as signal
carriers between neurons
Neurotransmitters

When an electrical impulse travelling along an axon comes to the synaptic bud at the
end of the axon, for the signal to be passed on to another neuron chemicals are released
into the synaptic cleft which then activate receptors on the receiving dendrite of the
next neuron. There are several of these neurotransmitter chemicals within the brain and
the exact effect a neurotransmitter has will depend on the receptors that the receiving
neuron has and the overall network in which the neurotransmitter is acting.
There are two neurotransmitters that do not originate from a specific hub of neurons
and are found in neurons in almost every brain structure. These are glutamate and
gamma-aminobutyric acid (GABA). Glutamate is an excitatory neurotransmitter, meaning
that it will bring the receiving neuron closer to the point of firing an action potential.
By contrast, GABA is an inhibitory neurotransmitter and it will therefore make the
receiving neuron less likely to fire an action potential.
There are several other neurotransmitters found in the brain that tend to stem from
discrete hubs of neurons. For example, four are associated with particular structures
and functions:
• Acetylcholine is found in neurons situated in the brainstem, the lowest part of the
brain, and in the forebrain, and it is involved in processes of attention and arousal.
This neurotransmitter is also found at all junctions between neurons and muscles and
is therefore critical for executing movements.
• Dopamine is found in two areas in the midbrain that are the origins of two
pathways: the nigrostriatal and mesolimbic. The former is critical for movement
control and the latter, often called the ‘desire pathway’, is vital for motivation.
• Noradrenalin is released from neurons that originate deep within the brainstem and
plays a critical role in fight-or-flight responses. It is also able to modulate learning
processes within the brain and is implicated in depression and mania.
• Serotonin is released from neurons in another region situated within the brainstem.
It is implicated in the sleep–wake cycle, temperature regulation, and the modulation
of pain and mood.

Ellie Dommett, Brain and Behavioural Sciences, The Open University, UK

• Two ubiquitous neurotransmitters, found in neurons in almost every brain structure, are
glutamate and GABA.
• Other neurotransmitters are concentrated in particular structures.
• Different neurotransmitters are associated with different pathways in the brain.

10
 The mesolimbic system supports motivated behaviour
and associated emotional states
Systems and pathways

The various systems within the brain that are responsible for particular functions are
made up of connections between different parts which form ‘pathways’ between them.
These connections can be very long, with axons of neurons stretching between distant
brain regions, and different pathways are associated with different neurotransmitters. For
example, two very important pathways together form the mesolimbic system, and the
two main neurotransmitters involved in them are dopamine and serotonin. This system
connects parts of the brainstem (the hindbrain and midbrain) with different areas of the
cortex, associated with different functions, and is concerned primarily with controlling
how the individual relates to and behaves in their environment. The mesolimbic system is
sometimes described as a ‘primitive’ part of the brain because it arose early in evolution.
The dopaminergic (‘desire’) pathway links the parts of the brainstem that are active
when motivating stimuli are experienced to the parts of the prefrontal cortex that
control attention and executive functions. It supports individuals in behaving in ways
that maximise rewards. This is clearly important for survival, but it can also be a source of
problems such as the development of addictive behaviour.
The serotonergic pathway (with serotonin as the main neurotransmitter) can be seen as
the ‘well-being’ pathway. It connects parts of the brainstem with the cortex, including
the prefrontal areas, and also with other areas involved in memory, mood and activity
levels. Disorders of this pathway are associated with anxiety, depression and obsessive–
compulsive behaviour.
Both of these pathways work together to support motivated, organised behaviour and
associated emotional states. The maturation and strengthening of these pathways in
early childhood contribute to a child’s growing abilities to engage in more complex,
planned behaviour.
Medication for mood, attention and activity disorders in children acts by changing the
ways that the neurotransmitters operate in these pathways.

John Oates, Child and Youth Studies Group, The Open University, Milton Keynes, UK

• Maturation and strengthening of pathways in early childhood contribute to a child’s

growing capacities for complex, planned behaviour.
• The various systems in the brain are made up of connections between different parts
which form ‘pathways’.
• The mesolimbic system plays an important role in controlling how an individual behaves
in their environment.

12
 There are many different gene and gene–environment
interactions involved in temperamental differences
Unique brain; unique child between children

Differences between children become apparent very soon after they are born: some are
irritable while others are calmer. Some are more alert than others, and some are more
sociable. Psychologists use the term ‘temperament’ to refer to characteristics such as
these which are predominantly biologically based, having a large genetic component
along with influences from the period before birth.
Evidence is accumulating from animal and human studies that stress experienced by
pregnant mothers, along with deficiencies in their diets, can have short-term as well as
long-term effects on brain development (Mulder et al., 2002), with consequences for the
behavioural characteristics of children, and their development.
There also multiple genetic factors influencing brain structure (Thompson et al.,
2001; Wright et al., 2002), and genes that have so far been identified as playing such
roles show significant variations (polymorphisms) with consequences for children’s
temperaments. A particular issue that is receiving attention from researchers is the effects
of polymorphisms of genes associated with neurotransmission, such as in the dopamine
and serotonin systems. For example, variations in the length of repeat sequences of
the gene DRD4 which codes for a type of dopamine receptor in the mesolimbic system
have been shown to be associated with differences in children’s attachment with their
caregivers, and also to interact in complex ways with differences in mothers’ caregiving
(Gervai, 2009).
This is a developing field of research, and it is becoming clear that there are many
different gene–gene interactions involved in the causation of temperamental differences
between children. Factors in children’s environments also interact in complex ways with
these differences. For example, it seems that some genetic profiles may be protective for
a child in one environment, but in another environment may conversely make a child
more vulnerable (Belsky and Pluess, 2009).
These complex interacting factors and processes mean that each child is indeed unique,
a further support for the notion that ‘one size does not fit all’ when it comes to helping
children to overcome adversity and achieve their fullest potential.

John Oates, Child and Youth Studies Group, The Open University, Milton Keynes, UK

• Differences in temperament between newborns are affected by genetic variations, along

with influences from the period before birth.
• Many different gene interactions are related to temperamental differences between children.
• Complex interacting factors and processes mean that each child’s brain is truly unique,
and this is true even of identical twins.

14
 A range of different methods is now available to
researchers wishing to study the development and
Brain imaging methods activity of children’s brains

One reason for the current interest in relating the growth and structures of the
brain to children’s development comes from advances in methods which allow
research ideas to be generated and tested more readily than previously. One set of
tools involves brain imaging – creating ‘functional’ maps of brain activity based
on changes in brain metabolism, blood flow, or electrical activity. The three main
techniques that are used to study development are event-related potentials (ERP),
magnetic resonance imaging (MRI), and near infra-red spectroscopy (NIRS).
ERP uses sensors on the scalp to measure tiny changes in the electrical activity of
the brain generated as groups of neurons fire together. This method is good for
detecting the rapidly changing activity that is characteristic of the brain. Usually,
the data from many trials are averaged, to screen out natural rhythms of the
brain that are unrelated to the presentation of a stimulus. With a large number of
sensors, mathematical analyses can infer the likely locations of electrical activity
within the brain.
Structural MRI (sMRI) allows brain anatomy to be imaged, while functional MRI
(fMRI) also allows the non-invasive measurement of cerebral blood oxygenation,
an indicator of surrounding neural activity, with a fine spatial resolution in
millimetres but with a coarse temporal resolution of several seconds. While fMRI
does not have the time resolution of ERP, it has better spatial resolution. fMRI
has recently been extended to infants as well as children, although because the
person has to remain still, babies can only be studied during sleep.
NIRS is a relatively new imaging method that takes advantage of the much
thinner skull in babies (Lloyd-Fox et al., 2009). Infants wear a cap with light
emitters and detectors. Tiny changes in light absorption due to changes in blood
oxygenation in the brain give maps of functional activity similar to those from
fMRI. Because the method is much less sensitive to movement, data can be
recorded while young children are awake and actively engaged in a task.
While these techniques are used in medical diagnosis as well as in neuroscience
research, there are significant differences between these two applications. In
diagnosis, the focus is on the individual, whereas in research, data from many
individuals are commonly combined and averaged to give clear, generalised
pictures of brain activity. This is so that the ‘noise’ inherent in brain imaging can
be reduced. It is important to recognise that, where this is done, it can also obscure • Event-related potential (ERP) techniques measure small electrical changes on the scalp
differences that mark the individuality of the development of every person’s brain. surfaces to pick up rapid temporal changes in brain activity and infer which areas are active.
(adapted from Mareschal et al., 2004) • Functional magnetic resonance imaging (fMRI) senses changes in blood oxygen levels
within the brain and is good at localising activity but poor at sensing rapid changes.
• Near infra-red spectroscopy is a newer method that uses light absorption and is less
affected by movements of the head, hence suitable for use with younger children.

16
 ® ® ®
POLICY QUESTIONS

® Are persons who are responsible for policy decisions and their
implementation sufficiently knowledgeable about young children’s
brain development?

® What procedures exist to scan for new neuroscience research

findings of significance for early childhood education and care?

® How effectively are relevant insights from research disseminated

among public services, NGOs and others responsible for promoting
young children’s development?

® Are there adequate continuing professional development

programmes in operation to ensure that those responsible for
making and delivering policies are able to assess the scientific validity
of claims regarding neuroscience implications for early childhood
education and care?

® If healthy brain development is part of every child’s rights in early

childhood, what are the implications for national policies?

18
II. What develops?

A child’s brain starts to develop just a few days after conception.

A vast amount of brain growth happens before a child is born,

at first through abundant creation of neurons and then through
extensive axonal connections forming between them.

Just before birth and in the following year, brain systems and
pathways become established as often-active neurons survive
and less frequently activated neurons die.

As myelin sheaths form around nerve fibres towards the end

of gestation and in early childhood, the efficiency of signal
transmission improves.

As systems and pathways develop, different functions become

relatively localised in specific brain areas and some become more
lateralised in one or other of the two hemispheres of the brain.

Because different elements of the brain have their growth peaks

at different times, there are ‘sensitive periods’ when different
environmental influences are important.

‘Resting periods’, when the brain is less involved with external

tasks but is nonetheless very active, are important in development.

21
 The brain of the foetus begins to form even before a
mother may become aware that she is pregnant
Before birth

Four weeks after conception, before a mother may even realise that she is pregnant, the
foetal brain is already beginning to form. It is important now and further into pregnancy
that the mother’s diet contains enough folic acid, a lack of which can restrict brain
development and lead to spina bifida (an incomplete closure of the spine, exposing
the spinal cord). For the next 4 months, brain cells form at an astonishing rate, around
250,000 every minute. After this, new cell formation slows, while vast numbers of axon
interconnections among the neurons are made.
By the third month of gestation, the nervous system is sufficiently developed for basic
physical reflexes to be present, as well as reactions such as kicking and arm flexing. In
the fourth month the eyes and ears have already connected to the developing brain and
the foetus reacts to sounds and bright lights. During these early months, many neurons
are migrating from where they were formed to their final destinations and, as they
migrate, they maintain most of the connections already made. Much of this migration is
towards the outer layers of the young brain, forming the neuron-dense cortex.
By 5 months, the movements of the foetus become more controlled and varied as the
parts of the brain that control motor behaviour mature. By the sixth month, new neuron
growth has greatly reduced, while many more connections among neurons are being
established through multiple dendrites (branches) forming on the axons, and learning can
be seen as the foetus shows habituation (reduced responding) to repeated stimuli such
as the same sounds. Electrical activity of the foetal brain can be detected by 7 months.
The mother’s diet continues to be important, since an adequate supply of nutrients is
needed to build the nervous system and there are risks of damage from toxins (McEwen,
1987). The mother’s psychological well-being also affects brain development; stress
during pregnancy has effects on the foetus that are evident after birth and in some cases
may be long-lasting (Mulder et al., 2002). During the final stages of pregnancy, the
number of neurons begins to decline as cell death eliminates those that are not actively
involved in the developing brain pathways and systems.

John Oates, Child and Youth Studies Group, The Open University, Milton Keynes, UK

• About 250,000 new brain cells are formed every minute in the foetus during the first 4
months of gestation.
• An adequate supply of nutrients is needed to build the components of the nervous system.
• A mother’s psychological well-being during pregnancy affects brain development.

22
 A child’s experience shapes and refines brain pathways
and cortical networks
Neural growth and pruning

6
The basic architecture of the human brain develops before a child is born; most of the
neurons a child will ever have are produced by the middle of gestation and by birth

Synapses per cubic millimetre

5
they have organised to form the cortex and other important brain structures. The major
white matter pathways that make up the brain’s information processing networks are
4
also present. Yet, brain development is far from complete in the newborn for, after birth,
the child’s experience will play an increasingly important role in shaping and refining the
3
major brain pathways and cortical networks.
Soon after birth, there is a dramatic increase in the number of connections, or synapses, 2
throughout the human brain. By the end of the first year, an infant’s brain has nearly
twice the number of connections as an adult’s (Huttenlocher and de Courten, 1987; 1

Huttenlocher and Dabholkar, 1997). Many short-lived pathways form throughout the
infant’s brain, creating connections among brain areas that are not observed in adults 0
4 8 12 2 3–8 9–15 Adult
(Innocenti and Price, 2005). This overabundance of connections and pathways gradually
Birth Months Years
declines during childhood as many of them are ‘pruned’ and disappear. Many factors
contribute to this decline, including the influence of experience. The activity of a neural
Graph showing the development of density of synapses in human
pathway, driven by experience, affects whether a particular connection weakens or
primary visual cortex (data taken from Huttenlocher, 1990)
stabilises as part of a permanent network. This is a key factor in supporting the developing
brain’s ‘plasticity’ – its adaptability to experience, which confers great survival value.
The changes in brain connectivity also affect the patterns of structure and organisation
in the developing cortex. Recent MRI studies have shown that different brain pathways Newborn 6 1 month old 3 months old 6 months old
mature at different rates (Lebel and Beaulieu, 2011). Furthermore, the maturation of
1 1

Synapses per cubic millimetre

pathways occurs in concert with localised thinning of neocortical areas. Cortical thinning 1 5
1
2 2
is now thought to be an important marker of regional brain maturation and development 2
4 2
(Gogtay et al., 2004). Changes in pathways and cortical thinning are systematic and
reflect functional development as well. Recent studies have begun to map the associations 3 3 3
3 3
between learning and these aspects of brain development. For example, individual
differences in the development of language proficiency have been linked to patterns 4a 4a
4a 2
of cortical thinning (Sowell et al., 2004) as well as pathway development (Niogi and 4a
McCandliss, 2006). 4b 4b
4b 1 4b
4c
4c
4c 4c
Joan Stiles, University of California, San Diego, USA 0
4 8 12 2 3–8 9–15 Adult
5 5
5 Birth Months Years 5
• Human brain development is a protracted process that begins prenatally and extends at
least through adolescence. Graph showing the development of density of synapses in human
6 primary visual cortex (data
6 taken from Huttenlocher, 1990)
6
• After a child is born, there is an initial exuberant production of brain connections, followed
6
by systematic pruning of connections to form stable brain networks.
• The experience of the child plays an essential role in determining which systems will
stabilise and which will cease to be functionally important. Golgi stain preparations (from Conel, 1939–67)

24
 Good diet, for pregnant mothers and young children,
Myelination and cognitive is important for normal myelination and cognitive
development development

Myelin is a fatty material made up of water (40 per cent), lipids (45 per cent) and
proteins (15 per cent) and is white in colour; it is part of the ‘white matter’ of the brain.
It forms into sheaths around nerve fibres (axons), insulating them in a similar way to the
plastic insulation on electricity cables. During early foetal life, axons are formed without
any sheaths, but myelination starts during the later months of pregnancy and continues
rapidly after birth and then at a slower rate through childhood and adolescence.
Without myelin covering them, the majority of axons transmit electrical impulses
relatively slowly, as a series of waves, but once the myelin sheaths form, impulses are able
to leap from one sheathed section to the next, transmitting the signal faster and ensuring
that they travel with less diffusion or interference from signals travelling along other
axons. The sheaths do this by preventing electric charges from ‘leaking’ out of the axon.
Brain growth, and hence the growth of white matter, is fastest during the first 2 years
of life, particularly in the frontal part of the brain, the part that is actively involved in
working memory, thinking and planning. It is likely that the improvements in these
cognitive functions that we see in early development are in part due to myelination
reducing the diffusion of axon signals while increasing their speed.
A diet with sufficient protein and micronutrients (World Health Organization, 2008), for
mothers during pregnancy and for children after they are born, is crucial for myelination
to proceed without disruption. There is some evidence that vitamin B12 deficiency
during these two potentially sensitive periods may inhibit axon myelination (Black, 2008)
and it is known that disorders where myelination is disrupted are also associated with
impairments in cognitive functions. Treatment for B12 deficiency in infants can lead to
major improvements in function within a few days, although some impairment may
persist in the longer term (Stollhoff and Schulte, 1987).
In addition to direct effects on cognitive functioning, impaired myelination may have
indirect effects on children’s development by affecting the caregivers; if an infant is less
able to interact, they may receive less environmental enrichment and developmental
support (Georgieff, 2007). This may be compounded by socio-economic disadvantage
which can also be associated with nutritional deficiencies during pregnancy and infancy.
Indirect effects of this sort are not restricted to myelination, they apply widely across all
developmental disorders.

John Oates, Child and Youth Studies Group, The Open University, Milton Keynes, UK
• Myelin sheaths speed neuron signals and reduce their diffusion, which supports
cognitive development.
• An adequate diet is especially important for myelination during the latter part of
pregnancy and the first 2 years of life.
• Vitamin B12 deficiency is associated with impaired myelination

26
 Differences in the strength of gene expression for
different elements of the developing brain are
Sensitive periods associated with periods of enhanced sensitivity

Different components of the brain have peak periods of construction at different times
during development from conception through early childhood (Kang et al., 2011).
These periods of expansive formation and growth are controlled by different genes that BIRTH
are turned on and off by time- and location-related processes. These changes in gene EMBRYONIC FOETAL INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD

Gene expression (% of maximum)

expression are at their greatest during foetal development and early infancy. 100
In the first 2 months after conception, the most strongly expressed genes are those
that control the proliferation of new neurons and associated cells in the foetal brain. 80
The dominance of this process falls off rapidly up to the time of birth, when it is only
at around one-tenth of its initial strength. Gene expression for new neurons is almost 60
completely suppressed by the age of 6 years. During the later months of foetal growth,
gene expression increases for the growth of synapses connecting the neurons and the 40
axon dendrites which allow for multiple connections from each neuron, reaching a
maximum by 6 months after a child’s birth. The genes that control myelination of the
20
axons only reach half of their expression strength by the time of birth and continue to
increase their influence for a further 12 months.
0
These dramatic changes in the growth peaks of different components of the brain, and 0–8 8–38 0–12 1–12 12–20 20+
the maturation of structures and processes that depend on them, mean that there are weeks weeks months years years years
sensitive periods when environmental conditions are more likely to have specific effects.
For example: Age (log scale)
The infant–caregiver relationship depends on the quality and availability of
caregiving early in life, the same period that is sensitive to the effect of iron Cell proliferation
deficiency on myelination and density of dopamine receptors. Progenitors and immature neurons
(Walker et al., 2011, p. 1327) Synapse development
Dendrite development
While research into such sensitive periods is progressing apace, with many unknowns still
to be addressed, the Harvard University National Scientific Council on the Developing Myelination
Child states that:
Because low-level circuits mature early and high-level circuits mature later,
different kinds of experiences are critical at different ages for optimal brain
development, a concept called age-appropriate experience. Soon after birth, basic
sensory, social, and emotional experiences are essential for optimizing the
architecture of low-level circuits. At later ages, more sophisticated kinds of • Differences in the strength of expression of genes that control the building of the child’s
experiences are critical for shaping higher-level circuits. brain lead to peak periods of growth of different brain components during gestation
and infancy.
(National Scientific Council on the Developing Child, 2007, p. 4)
• These differences are associated with a series of different sensitive periods when
John Oates, Child and Youth Studies Group, The Open University, Milton Keynes, UK environmental influences are especially important.
• Research is currently investigating the specific environmental influences that are critical in
these sensitive periods.
.
28
 Genetic predisposition and environmental stimulation
work together to support brain localisation and
Localisation and lateralisation specialisation during childhood

The activity of the brain cortex in newborn infants is thought to be less localised than
in older children and adults, and it tends to be equally distributed across the two
hemispheres of the brain. With experience and maturation, different parts of the cortex
gradually become more specialised, forming circuits for specific functions, in some
cases in one or the other hemisphere. Some functions, particularly those to do with the
physiology of the body and the senses, become established very early in life. Others,
such as the control of movements for crawling and then walking, emerge somewhat later,
while yet others, such as mental time travel and forward planning, develop even later. Left Right
It is important to note that even though specific neural networks are associated with
specific functions, the brain nevertheless works as a set of closely interconnected parts
and even simple functions will be associated with some level of activity in parts other
than the focal area(s) (Gottlieb et al., 1997).
Given an environment that provides sufficient and appropriate stimulation, such as,
for example, a rich language environment, the genetic predisposition for specific parts
of the brain to become the focal areas for specific functions will unfold. In the case of
language, this means that Broca’s area, on the left-hand side of the brain, becomes
important for understanding and producing speech (Neville et al., 1991). Several aspects
of cognitive function become lateralised in this way during childhood, finding their focal
areas of activity on one side or the other of the brain. In general, though, both parts of
the brain work together; it is inaccurate to think of ‘right-brain’ and ‘left-brain’ functions
as being separate.
Adult fMRI scan showing greater activity (coloured areas) in the left
During this long period of increasing specialisation and lateralisation, the cortex remains hemisphere of people’s brains when listening to short spoken sentences
a very adaptable organ and, in cases of acquired damage, it is able to rescue an ‘at
risk’ function by accommodating it in the opposite hemisphere to the one where the
function is normally established. Initially, there is a lot of redundancy in the young brain,
which gives it this flexibility, and the specialisation that follows reduces the capacity for
the developing brain to overcome the effects of damage. However, if damage occurs to
the same area on both sides of the brain, the capacity for recovery is severely reduced or
even completely lost (Stiles, 1998; Stiles et al., 2009).
Because different functions localise and lateralise at different times in development, and
the brain’s ‘plasticity’ reduces as children get older, early diagnosis and treatment of any
damage or lack of expected function are very important, to maximise the chances of
good outcomes. • Childhood is a time of increasing specialisation and lateralisation of brain functions.
• In early childhood, the effects of acquired damage to an area in one hemisphere of the
John Oates, Child and Youth Studies Group, The Open University, Milton Keynes, UK brain can be reduced by the equivalent area in the other hemisphere taking over the
developing function.
Faraneh Vargha-Khadem, Developmental Cognitive Neuroscience Unit, University College
London Institute of Child Health, and Great Ormond Street Hospital for Children, UK • For treatment of focal brain damage to be effective, early and careful diagnosis of the loss
of function and assessment of the child’s developmental level are crucial.

30
 Resting or ‘default’ states may be particularly important
in early childhood development, and may be linked to
Networks and resting states the functional development of the brain structures

When you are not engaged in a specific task and your mind seems to be idle, there is still
a lot of activity in your brain. This ‘resting state’ activity is now being intensively studied
using EEG and fMRI, showing specific electrical activity such as ‘alpha’ band activity and
coordinated networks of active regions. Resting state activity has been identified even
in young babies, sometimes resembling that seen in adults (Fair et al., 2009). Resting
states may be particularly important in early childhood development, possibly linked
to the development of brain structures (Gordon et al., 2011) and to recovery after
damage (Merabet and Pascual-Leone, 2010). Previous experience may be reflected in
this resting state activity and so play a part in sculpting brain connections based on early
environments.
Mental processes involve networks of different brain regions, each with their own
particular specialisations. Studies of the efficiency of different kinds of networks show
that so-called ‘small world’ networks are most efficient, and that adult brains have this
kind of connectivity pattern. In contrast to the grid pattern of streets found in many
cities, ‘small world’ networks are more like the clusters of small streets in a village that
is linked to other such villages by fast highways. Recent research, often examining brain
resting states, is showing developmental changes in both segregation of brain regions
during development (reducing the number of connections with nearby regions) and
integration (regions joining up with more long-range connections between them)
(Fair et al., 2009).
Adult networks have a more hierarchical structure that works well to support top-down
relations between one part of the network and another (Supekar et al., 2009). While
hierarchical networks have a number of computational advantages, they are also less
plastic and more vulnerable to damage or noise in the particular parts at the top of
the hierarchy. The network arrangements of children’s brains may be more flexible and
plastic in response to new sensory inputs or environmental contexts.

Mark H. Johnson, Centre for Brain and Cognitive Development, Birkbeck, University of London, UK

• At times when a child is physically at rest, and not obviously mentally engaged with a
task, their brain is still highly active.
• Changes in children’s thinking seem to be linked to changes in brain networks.
• ‘Resting state’ brain activity may be important for the typical development of children’s brains.

32
 Different areas in the child’s brain become specialised
for recognising different aspects of the social world
The social brain

Human infants are born with a strong drive to interact with other people on whom they
depend for care (such as shelter, food, affection) and learning (for example language,
cultural norms, skills). Because human interaction is guided by goals and beliefs and
not just by physical laws, attending to and interacting with other people require
different skills and brain systems – sometimes referred to as the ‘social brain’. The recent
development of infant-friendly ways to image the workings of the brain has allowed
researchers to see the ‘social brain’ in action from early in life.
Human faces and voices are intrinsically rewarding for the human newborn, as
shown by the fact that infants orient to and enjoy them over other kinds of visual or
auditory stimulation (Johnson et al., 1991). If these initial preferences are responded to
appropriately – if infants are surrounded by a rich, stimulating social environment – they
allow them to learn rapidly about people’s appearance and behaviour. As this happens,
different areas in the child’s brain become progressively specialised for recognising
different aspects of the social world: human movement (Lloyd-Fox et al., 2009), human
voice (Dehaene-Lambertz et al., 2002) or human faces (Gliga and Dehaene-Lambertz,
2006). The specialisation of a specific brain area that is linked to perceiving faces allows
children to improve gradually their ability to discriminate people’s faces.
In parallel to learning about people, infants’ brains are prepared to communicate
with, and learn from, adults. Because attention is initially quite limited in babies, when
something needs to be learned caregivers make use of attention-getting signals, which
are very similar across cultures. This involves establishing eye contact, using a ‘sing-song’
voice (referred to as motherese or parentese) and/or repeatedly calling the infant’s name.
Brain imaging studies have shown that an area of the infant’s brain – the prefrontal cortex
– responds to these kinds of signals as early as 5 months of age (Grossman et al., 2010).
Eye contact is effective in attracting infants’ attention from birth (Farroni et al., 2007)
and the eyes remain for a long time the face element that infants prefer to look at and
that generate the strongest brain responses (Gliga and Dehaene-Lambertz, 2006). This
is no surprise, as the eyes are a rich source of information about someone’s intentions or
emotions.
Not all children develop an interest in interacting and learning from others, notably
children diagnosed as having various degrees of autism spectrum disorders. Research in
understanding the causes of this disorder is ongoing; one of the hypotheses being tested
is that there may be an impairment in the early development of the ‘social brain’.

• Interacting with the social world requires the development of specialised brain
Teodora Gliga, Centre for Brain and Cognitive Development, Birkbeck, University of London, UK mechanisms – the ‘social brain’.
• Infants are born with biases to orient to human voices and faces and especially to human
eyes, allowing infants to learn about people and from people.
• Impairments in these functions may be linked to autistic spectrum disorders.

34
 Attention modulates children’s learning in our
complex world
Objects of attention

Social and physical environments are very complex, and yet adults are able to select
efficiently what is relevant for encoding into memory, learning and action planning.
Attention is the multifaceted set of skills that enable adults to be so effective in selecting
what is pertinent while ignoring distractions, but it also plays a role when maintaining
goals in mind and inhibiting inappropriate behaviours. It is therefore no surprise that
attention influences learning from the very beginning of childhood. Seminal work has
demonstrated that newborns’ attention is attracted automatically by salient objects
(such as faces), and that these early orienting behaviours are gradually replaced by
more controlled attention, crucial to learning about those stimuli. Prefrontal and
parietal regions of the brain interact with other networks to facilitate their increasing
specialisation and fine-tuning to environmental stimuli (Johnson, 2011). Later in
development, good attentional skills also give preschool children a head start in
numeracy and literacy, predicting how well they do at school entry and subsequently
modulating working memory, a key player in school outcomes (Astle and Scerif, 2011).
Difficulties with attention also explain why some children struggle to learn, and can
be an important focus for intervention. For example, recent studies have shown how
children with attention deficit hyperactivity disorder (ADHD), at risk of poor outcomes
both in and outside the classroom, have difficulties modulating neural networks that
are actively engaged in controlling action; they also have problems suppressing active
networks when thinking (Fair et al., 2010). Motivational incentives, such as rewarding
sustained attention, can be effective in improving the balance across such excitatory
and inhibitory networks and may interact synergistically with psycho-stimulants to
bring children with ADHD to perform at the level of children who do not have attention
difficulties (Liddle et al., 2011).
Attention modulates what young children learn from their environment, with some
processes (like attentional control over action) continuing to improve well into
adolescence and young adulthood.

Gaia Scerif, Attention, Brain and Cognitive Development Group, Department of Experimental
Psychology, University of Oxford, UK

• Attention and attention difficulties affect learning across domains.

• Attentional processes are diverse but, as we understand them better, seem modifiable
through targeted cognitive intervention.
• Motivational incentives and psycho-stimulants can work in synergy to help children with
attention disorders.

36
 ® ® ®
POLICY QUESTIONS

® What steps can be taken to improve public and professional

understanding of the crucial importance of the early months and
years of life for brain development, through education, media and
public awareness campaigns?

® Do policies for ECEC recognise that there are periods of sensitivity

in brain development, both before and after a child’s birth, and
that it is crucial that adequate environmental support is present for
mothers and their babies during these periods?

® Are young children getting enough ‘resting state’ opportunities as

well as stimulation, or are their family lifestyles too challenging to
allow opportunities for rest?

® Do adequate health screening programmes exist to detect early

signs of brain damage or dysfunction in young children, and offer
appropriate early intervention, guidance and support?

® Are young children’s behavioural difficulties being treated

effectively by ‘multi-pronged’ approaches rather than simply relying
on medication?

® Is the crucial significance of perinatal care, including good nutrition,

properly realised in policies and practices for pregnant and
breastfeeding mothers, and for their children?

38
III. Environmental influences

A child’s visual system is critically dependent on environmental

stimulation for full development.

Exposure to a rich language environment is crucial if a child is to

develop good language skills; learning more than one language
can be a benefit.

For healthy brain development, a child needs a good diet and

sufficient rest and sleep.

Neglect, abuse and other forms of maltreatment have serious

negative consequences for children’s brain development and
cause subsequent psychological problems.

Children differ in their vulnerability and resilience to potentially

harmful influences on their development.

41
 Babies must learn to see, much as they learn to
walk or talk
Development of the visual system

Babies use their eyes to explore the world from the time they are born, even before
they can use their hands and legs to grasp or crawl. Even so, vision is one of the least
developed senses at birth. Babies must learn to see, much as they learn to walk or talk.
In order for this to happen, babies need visual stimulation.
Some of the stimulation that the visual system needs happens when babies are still
inside the womb. Cells in the visual pathway generate their own spontaneous activation
as preparation for the stimulation that will come from the outside world after birth. If
babies are born preterm, this process can be disrupted and affect visual development.
After birth, visual stimulation from the outside world begins. Its effects can be studied in
children who experience reversible blindness caused by dense cataracts that are surgically
treated. The final clarity of vision (acuity) achieved in the treated eye is never quite normal,
with a larger impairment the earlier the period of visual deprivation occurred (Le Grand
et al., 2001). Visual stimulation is also necessary for other aspects of vision, including
contrast sensitivity, motion perception and face processing. However, the timing and
duration of the period when normal visual input is necessary varies widely for these
different aspects of vision, ranging from a few months after birth to more than the first 10
years of life. Even when a mature level of function is attained, there is a further period of
stabilisation when normal visual experience is necessary to retain the level of skill achieved.
It is thought that this long period of development allows the child’s visual system to adapt
to the specifics of the seen environment in which they grow up (Fox et al., 2010).
Visual input is also important for development in other areas. Children born with non-
reversible blindness show delays in motor, language and cognitive development, reduced
integration of intact senses and impaired social skills (Warren, 1984). These are probably
a combination of a direct effect of the loss of visual stimulation and its secondary
consequences. For example, vision plays a role in early social abilities such as eye contact
and joint attention, which in turn influence the development of skills such as language.
It is clear that impairments in vision early in life have lasting consequences for visual
skills, with knock-on consequences for other domains.

Michelle de Haan, Centre for Developmental Cognitive Neuroscience, University College London, UK

• The development of visual function starts before birth as the visual pathway
spontaneously self-activates.
• Visual development after birth continues at least until 10 years of age and depends on
adequate environmental stimulation.
• Atypical visual development can have negative effects in other areas, such as social
development.

42
 Infants growing up in bilingual environments adapt
Language acquisition in the their language learning strategies to the richer input
monolingual and bilingual child that they receive

Acquiring and using our first language is a complex but surprisingly fast achievement
which, despite apparent effortlessness, results from an intricate array of perceptual and
cognitive processes. Sensitivity to speech sounds begins prenatally, and newborns already
show some remarkable capacities related to language. They are able to notice that some
languages sound different from others, such as English and Japanese. By 5 months, infants
are sensitive to the difference between more similar languages, such as Dutch and English,
or even between dialects such as American and British English (Kuhl, 2004).
Research has shown that newborns are able to discriminate all the sounds of the languages
of the world, even if they have never heard them before. But by the end of the first year
of life, they only retain the ability to distinguish between the sounds that they have heard
spoken by the people around them (Werker and Tees, 2005). By the time they begin to
speak, they already have quite complex knowledge of the language(s) that they have
been exposed to, including many words (Kuhl, 2009).
A large percentage of the infants around the world are exposed from birth to more
than one language in their environment. Early bilingualism has long-term effects on the
underlying brain structures devoted to language and perhaps to other cognitive abilities.
Many parents are worried by the possibility that bilingual exposure may ‘confuse’ their
children. Research with young infants has clearly shown that there are no difficulties in
dealing simultaneously with more than one language.
Research carried out with newborns and 4-month-old infants exposed to either dissimilar
languages, such as French and English or Philippino (Tagalo) and English, or to similar
ones, such as Spanish and Catalan (two Romance languages), demonstrates that bilingual
infants show equivalent capacities of language discrimination to monolingual infants
(Sebastián-Gallés, 2010). In fact, they may even be slightly better. Bilingual children also
learn the sounds of their two languages, and can identify the first words, at the same time
as monolingual infants. Interestingly, although they perform equivalently, they use different
strategies. Infants growing up in bilingual environments adapt their learning strategies to
cope better with the nature of their double input. Taken together, research with bilingual-
to-be infants shows that not only do they keep their pace with their monolingual peers,
but that the refined brain mechanisms that they bring to bear on the acquisition of two
languages have the potential to enhance other aspects of their cognitive development.

Núria Sebastián-Gallés, Universitat Pompeu Fabra, Barcelona, Spain

• Speech perception starts prenatally and continues actively during the first months of life.
• Infants know a lot about language before they produce their first words.
• Bilingual infants not only keep pace with their monolingual peers but show enhanced
development in some other aspects of their cognitive development.

44
 Sleep has a crucial role in learning and memory
The importance of sleep for learning

It used to be thought that sleep was when the brain took a rest, ticking over for vital
functions like breathing. In reality, some parts of our brain are more active during sleep
than when we are awake (Kahn et al., 1996). Between infancy and adulthood, we spend
more than one-third of our lives asleep, during which the body replenishes its energy
and the brain re-processes experiences stored during waking hours.
Research on bird brains provides important clues to the role of sleep. Chicks learn their
species song by copying the mother bird’s song. In a research study (Rauske et al., 2003)
one group of zebra finch chicks practised their tweeting, followed by a silent rest during
which they stayed awake. The second group also had a break, but it was used to induce
sleep. The chicks that remained awake had reduced brain activity when resting, whereas
the sleeping chicks’ brains were highly active, as if they were still processing their
mothers’ song. Moreover, they learned faster and more accurately. Similar research was
undertaken with two groups of cats (Frank et al., 2001). Both initially received the same
training; then one group slept for 6 hours, while the other was kept awake and received
6 extra hours’ training. Yet the group that had half the training, but slept, learned far
better than the group that had double the training. Both studies attest to the crucial role
of sleep in learning and memory.
Research with humans has yielded similar findings, with recent work (Fischer et al., 2007;
Backhaus et al., 2008) highlighting long-term learning effects of sleep even in infants.
Infants who napped within 4 hours of exposure to an artificial language remembered
the general grammatical pattern of the language 24 hours later, whereas those who had
not napped showed no evidence of remembering the language (Hupbach et al., 2009).
The findings support the view that infants’ frequent napping plays an essential role in
consolidating knowledge in long-term memory.
We can therefore conceive of sleep, not just as a rest period, but also as a cognitive
process in which activity in certain brain regions plays a critical role in learning and
memory throughout the lifetime (Hill et al., 2007). This suggests that sleep intervention
programmes might be used to enhance learning.

Annette Karmiloff-Smith, Centre for Brain and Cognitive Development, Birkbeck, University of
London, UK

• Parts of the infant’s brain are more active during sleep than when awake.
• Sleep is essential for consolidating learning into long-term memory.
• Adequate sleep is important throughout the lifespan.

46
 Diet is a most important environmental variable,
Diet and nutrition in brain
particularly during the first 2 years of rapid brain growth
development

During pregnancy, all the nutrients needed for the foetal brain’s development and
functioning come from the mother’s food intake, via her bloodstream and through the
placenta into the foetal bloodstream. After birth nutrients come from the mother’s milk,
if she is breastfeeding, or formula, as well as from supplementary foods in the infant’s
diet. Studies of cognitive outcomes (Benton, 2008) suggest strongly that early nutrition
modifies the physical structures of the brain on which these functions depend, but hard
evidence for this is thin on the ground, partly because data from animal studies are
hard to extrapolate to humans. There were no suitable methods for examining brain
structure in living humans until advances in neuroimaging made it possible to see subtle
structural changes related to early diet. The best evidence that nutrition actually causes
such changes comes from neuroimaging studies in randomised controlled trials but so
far there are few of these.
Animal research and cognitive studies have shown that certain micronutrients (metals
and vitamins) have specific, critical roles in brain development (Delange, 2000; Lozoff
and Georgieff, 2006). Iron level, for example, may affect neurotransmitter synthesis
while fatty acids affect their release. Differences in macronutrient (proteins and calories)
intake can affect the volume of the caudate nucleus, a brain structure associated
with Verbal IQ (Isaacs et al., 2008). A key issue is the role of breast milk in cognitive
development – a higher percentage of breast milk in the diet of infant boys has been
shown to be associated with greater white matter volume in the brain and higher Verbal
IQ (Isaacs et al., 2010). It has been suggested that long-chain polyunsaturated fatty
acids in breast milk promote cognitive development, mainly because of their effects on
neuronal membranes and neural transmission.
Many unanswered questions remain regarding the dietary needs for optimal brain/
cognitive development. Key factors are likely to be nutrient dose, duration of exposure
and a child’s sex. The same nutrient may exert different effects on different structures at
different developmental stages. Some structures, such as the hippocampus and white
matter, seem particularly vulnerable to dietary deficiencies. Despite this complexity,
diet is among the most modifiable of environmental factors, holding out the promise
of policies that support adequate nutrition for children in the early years having a
significant positive impact, as our knowledge base increases.

Elizabeth Isaacs, Institute of Child Health, University College London, UK

• Evidence suggests that adequate intakes of micronutrients are crucial for developing brains.
• There is need for further research into specific dietary effects on brain development.
• Because diet is a relatively easily modified environmental factor, it should be an important
focus for child health policies.

48
 Early experience, particularly parent–child relationships,
The effects of early psychosocial
plays a critical role in brain development
deprivation

Our understanding of brain development has increased exponentially over the past
few decades. And, although much remains to be discovered, we can state with great
certainty that experience, and its timing, play critical roles in brain development.
One example comes from children experiencing psychosocial deprivation, such as in
institutions with poor standards of social support and care. Over the past decade, several
investigators have focused their attention on such children, and the findings can be
summarised as follows. First, children with a history of institutionalisation show reduced
brain metabolism in the prefrontal cortex and the temporal lobe, and disturbances
in white matter in various brain regions (Chugani et al., 2001; Eluvanthingal et al.,
2006). Second, several groups have reported significant reductions in grey and white
matter volumes and enlarged relative amygdala volumes in previously institutionalised
children (Mehta et al., 2009; Tottenham et al., 2011). Third, the Bucharest Early
Intervention Project (Nelson et al., 2009) has reported less cortical brain activity among
institutionalised children compared to never-institutionalised children. When the
Project’s sample turned 42 months of age, previously institutionalised children who
had been placed in foster care before the age of 2 years showed EEG activity that more
closely resembled the never-institutionalised children than the institutionalised children;
at age 8 years, children placed in foster care before age 2 years showed EEG activity
closely similar to that of never-institutionalised children, whereas children placed after
2 years looked virtually identical to currently institutionalised children. Finally, evidence
from event-related potentials (ERPs) revealed subtle perturbations in face and emotion
processing and, as with our EEG data, dramatic reduction in the size of various ERP
components among institutionalised children prior to placement in foster care. At follow-
up, however, the children placed in foster care were beginning to resemble those in
the never-institutionalised group (see Marshall et al., 2004, 2008; Parker et al., 2005a,
2005b; Moulson et al., 2009a, 2009b; Nelson et al., 2009; Vandewert et al., 2010).
Overall, these findings point to the power of early experience, particularly parent–child
relationships, as playing a critical role in brain development.

Charles A. Nelson, Children’s Hospital Boston/Harvard Medical School and Harvard Center on
the Developing Child, USA

• Experience and its timing play a critical role in brain development.

• Psychosocial deprivation, such as may occur in institutional care, can have serious and
permanent negative effects on brain development.
• For children separated from their parents, being placed in foster care before they are 2 years
old can avoid the developmental delays that can otherwise arise from institutional care.

50
 Maltreatment during childhood affects brain structure
Maltreatment, genetics and brain and function, with consequences for children’s
development psychological and emotional development

Children who experience maltreatment (sexual, physical or emotional abuse or neglect)

are more likely to develop psychological problems (Curry and Widom, 2010). Recent
research has begun to show how adverse caregiving experiences can affect brain
structures and function, and how these may in turn impact on psychological and
emotional development (McCrory et al., 2011).
There is now reliable evidence that childhood adversity is associated with atypical
development of the hypothalamic-pituitary-adrenal (HPA) axis which controls the release
of stress hormones, with patterns of both reduced and exaggerated responsiveness
being reported. These patterns have also been associated with psychiatric problems in
adulthood, including depression and post-traumatic stress disorder (Heim et al., 2008).
Reductions in the volume of the hippocampus (a key structure in memory processing)
have been reported in structural MRI studies of adults who experienced abuse as
children (Woon and Hedges, 2008; Treadway et al., 2009). In children, experiencing
maltreatment has been associated with reduced volume of the corpus callosum, a white
matter structure that connects the two brain hemispheres, and reduced grey matter
volume in the orbitofrontal cortex, an area implicated in aspects of social processing
(McCrory et al., 2011). There is some evidence of increased amygdala volume, but
only in children who have experienced early institutionalisation, a rather extreme
form of early adversity (Sonuga-Barke, 2009). fMRI studies have found increased
functional response in the amgydala, an area known to be critically important in threat
detection and processing. Children exposed to family violence – either physical abuse
or witnessing domestic violence – show increased activation of the amygdala to angry
but not sad faces. This suggests a hypervigilant response to social threat, and fits with
psychological data indicating that physically abused children may learn to automatically
allocate greater attention to social threat cues (McCrory et al., 2011).
However, the effects of environmental adversity may be moderated by genotype.
Evidence is now accumulating that some common genetic polymorphisms may make
some maltreated children more vulnerable to maladaptive outcomes. It is possible that
structural and functional differences at the neural level make these children more sensitive
to adverse emotional environments. Other genetic polymorphisms may be protective
in adverse situations, explaining why even in the same family children show individual
differences in their coping strategies. A new field of research is now also beginning
to open up, investigating possible epigenetic effects of caregiving and maltreatment.
Specifically, researchers are investigating whether early maltreatment may serve to alter
genetic expression later in a child’s life (McCrory et al., 2010).
• Adverse care-giving experiences can affect brain structures and function and impact on
Eamon McCrory, Developmental Risk and Resilience Unit, University College London, UK
psychological development.
• Genetic variations may make some maltreated children more vulnerable to maladaptive
outcomes while being protective for others.

52
 ® ® ®
POLICY QUESTIONS

® Are teachers, care workers and other practitioners aware of the

factors that put young children’s brain development at risk?

® What public health systems are in operation to screen for and identify
potential environmental risks for negative effects on brain development
during pregnancy and early childhood? Are they adequate?

® Are there public education programmes that are operating effectively

to educate parents about the minimal standards of care, nutrition and
living environments needed to avoid neurodevelopmental harms?

® Are practitioners sufficiently well educated in strategies to help

parents to avoid or ameliorate ‘toxic’ stress?

® What policies, programmes and practices are in place to support

families in maintaining stable and growth-promoting relationships?

® Are children being given adequate opportunities to sleep soundly

and for sufficiently long periods, and are parents aware of the
importance of sleep for brain development?

® Are there robust and sensitive child protection procedures in place to

detect early, and rapidly deal with, cases of child neglect and abuse?

® How can children’s brain development be promoted as a national

and community priority, in ways that take account of diverse living
conditions, cultural expectations for mothers and children, and
resources to support them?

54
 References Gordon, E.M., Lee, P.S., Maisog, J.M., Foss-Feig, J., Billington, M.E., VanMeter, J. and Vaidya, C.J.
(2011) ‘Strength of default mode resting state connectivity relates to white matter integrity in
children’, Developmental Science, vol. 14, pp. 738–51.
Gottlieb, G., Wahlsten, D., and Lickliter, R. (1997) ‘The significance of biology for human
Abbott, A. (2011) ‘Brain child’. Nature, vol. 478, p. 443. development: a developmental psychobiological systems view’ in Lerner, R. (ed.), Handbook of
Astle, D.E. and Scerif, G. (2011) ‘Interactions between attention and VSTM: lessons from Child Psychology: Vol. 1. Theory (5th edn), New York, NY, Wiley.
developmental and individual differences’, Neuropsychologia, vol. 49, pp. 1435–45. Heim, C.D., Newport, J., Mletzko, T., Miller, A.H. and Nemeroff, C.B. (2008) ‘The link
Backhaus, J., Hoeckesfeld, R., Born, J., Hohagen, F. and Junghanns, K. (2008) ‘Immediate as well as between childhood trauma and depression: insights from HPA axis studies in humans’,
delayed post learning sleep but not wakefulness enhances declarative memory consolidation in Psychoneuroendocrinology, vol. 33, pp. 693–710.
children’, Neurobiology of Learning and Memory, vol. 89, pp. 76–80. Hill, C.M., Hogan, A.M. and Karmiloff-Smith, A. (2007) ‘To sleep, perchance to enrich learning?’,
Belsky, J. and Pluess, M. (2009) ‘Beyond diathesis stress: differential susceptibility to environmental Archives of Disease in Childhood, vol. 92, pp. 637–43.
influences’, Psychological Bulletin, vol. 135, pp. 885–908. Hupbach, A., Gómez, R., Bootzin, R. and Nadel, L. (2009) ‘Nap-dependent learning in infants’,
Benton, D. (2008) ‘The influence of children’s diet on their cognition and behaviour’, European Developmental Science, vol. 12, pp. 1007–12.
Journal of Nutrition, vol. 47 (Supp. 3), pp. 25–37. Huttenlocher, P.R. (1990) ‘Morphometric study of human cerebral cortex development’,
Black, M.M. (2008) ‘Effects of vitamin B12 and folate deficiency on brain development in children’, Neuropsychologia, vol. 28, pp. 517–27.
Food and Nutrition Bulletin, vol. 29, pp. 126–31. Huttenlocher, P.R. and Dabholkar, A.S. (1997) ‘Regional differences in synaptogenesis in human
Chugani, H.T., Behen, M.E., Muzik, O., Juhasz, C., Nagy, F. and Chugani, D.C. (2001) ‘Local brain cerebral cortex’, Journal of Comparative Neurology, vol. 387, pp. 167–78.
functional activity following early deprivation: a study of post institutionalized Romanian Huttenlocher, P.R. and de Courten, C. (1987) ‘The development of synapses in striate cortex of
orphans’, Neuroimage, vol. 14, pp. 1290–301. man’, Human Neurobiology, vol. 6, pp. 1–9.
Conel, J.L. (1939–1967) The Postnatal Development of the Human Cerebral Cortex, Cambridge, MA, Innocenti, G.M. and Price, D.J. (2005) ‘Exuberance in the development of cortical networks’,
Harvard University Press. Nature Reviews Neuroscience, vol. 6, pp. 955–65.
Curry, J. and Widom, C.S. (2010) ‘Long-term consequences of child abuse and neglect on adult Isaacs, E.B,. Fischl, B.R., Quinn, B.T., Chong, W.K., Gadian. D.G. and Lucas, A. (2010) ‘Impact of breast
economic well-being’, Child Maltreatment, vol. 15, pp. 111–20. milk on IQ, brain size and white matter development’, Pediatric Research, vol. 67, pp. 357–62.
Dehaene-Lambertz, G., Dehaene, S. and Hertz-Pannier, L. (2002) ‘Functional neuroimaging of Isaacs, E.B., Gadian, D.G., Sabatini, S., Chong, W.K., Quinn, B.T., Fichl, B. and Lucas A. (2008) ‘The
speech perception in infants’, Science, vol. 298, pp. 2013–15. effect of early human diet on caudate volume and IQ’, Pediatric Research, vol. 63, pp. 308–14.
Delange, F. (2000) ‘The role of iodine in brain development’, Proceedings of the Nutrition Society, Johnson, M.H. (2011) ‘Interactive specialization: a domain-general framework for human
vol. 59, pp. 75–79. functional brain development?’, Developmental Cognitive Neuroscience, vol. 1, pp. 7–21.
Eluvanthingal, T.J., Chugani, H.T., Behen, M.E., Juhász, C., Muzik, O., Maqbool, M. and Makki, M. Johnson, M.H., Dziurawiec, S., Ellis, H.D. and Morton J. (1991) ‘Newborns’ preferential tracking of
(2006) ‘Abnormal brain connectivity in children after early severe socioemotional deprivation: face-like stimuli and its subsequent decline’, Cognition, vol. 40, pp. 1–19.
a diffusion tensor imaging study’, Pediatrics, vol. 117, pp. 2093–100. Kahn, A., Dan, B., Groswasser, J., Franco, P. and Sottiaux, M. (1996) ‘Normal sleep architecture in
Fair, D.A., Cohen, A.L., Power, J.D., Dosenbach, N.U., Church, J.A., Miezin, F.M., Schlaggar, B.L. infants and children’, Journal of Clinical Neurophysiology, vol. 13, pp. 184–97.
and Petersen, S.E. (2009) ‘Functional brain networks develop from a “local to distributed” Kang, H.J., Kawasawa, Y.I., Cheng, F., Zhu, Y., Xu, X., Li, M. et al. (2011) ‘Spatio-temporal
organization’, PLoS Computational Biology, vol. 5, e1000381. transcriptome of the human brain’, Nature, vol. 478, pp. 483–89.
Fair, D.A., Posner, J., Nagel, B.J., Bathula, D., Dias, T.G., Mills, K.L., Blythe, M.S., Giwa, A., Schmitt, Kuhl, P.K. (2004) ‘Early language acquisition: cracking the speech code’, Nature Reviews
C.F. and Nigg, J.T. (2010) ‘Atypical default network connectivity in youth with attention-deficit/ Neuroscience, vol. 5, pp. 831–43.
hyperactivity disorder’, Biological Psychiatry, vol. 68, pp. 1084–91. Kuhl, P.K. (2009) ‘Early language acquisition: phonetic and word learning, neural substrates, and
Farroni, T., Massaccesi, S., Menon, E. and Johnson, M.H. (2007) ‘Direct gaze modulates face a theoretical model’, in Moore, B., Tyler, L. and Marslen-Wilson, W. (eds), The Perception of
recognition in young infants’, Cognition, vol. 102, pp. 396–404. Speech: From sound to meaning, Oxford, Oxford University Press.
Fischer, S., Wilhelm, I. and Born, J. (2007) ‘Developmental differences in sleep’s role for implicit off-line Lebel, C. and Beaulieu, C. (2011) ‘Longitudinal development of human brain wiring continues
learning: comparing children with adults’, Journal of Cognitive Neuroscience, vol. 19, pp. 214–27. from childhood into adulthood’, Journal of Neuroscience, vol. 31, pp. 10937–47.
Fox, S., Levitt, P. and Nelson, C.A. (2010) ‘How the timing and quality of early experiences Le Grand, R., Mondloch, C.J., Maurer, D. and Brent, H.P. (2001) ‘Early visual experience and face
influence the development of brain architecture’, Child Development, vol. 81, pp. 28–40. processing’, Nature, vol. 410, p. 890.
Frank, M.G., Issa, N.P. and Stryker, M.P. (2001) ‘Sleep enhances plasticity in the developing visual Liddle, E.B., Hollis, C.P., Batty, M.J., Groom, M.J., Totman, J.J., Liotti, M. et al. (2011) ‘Task-related
cortex’, Neuron, vol. 30, pp. 275–87. Default Mode Network modulation and inhibitory control in ADHD: effects of motivation and
Georgieff, M.K. (2007) ‘Nutrition and the developing brain: nutrient priorities and measurement’, methylphenidate’, Journal of Child Psychology and Psychiatry, vol. 52, pp. 761–71.
American Journal of Clinical Nutrition, vol. 85, pp. 614–20. Lloyd-Fox, S., Blasi, A., Volein, A., Everdell, N., Elwell, C.E. and Johnson, M.H. (2009) ‘Social
Gervai, J. (2009) ‘Environmental and genetic influences on early attachment’, Child and Adolescent perception in infancy: a near infrared spectroscopy study’, Child Development, vol. 80,
Psychiatry and Mental Health, vol. 3, pp. 1–25. pp. 986–99.
Gliga, T. and Dehaene-Lambertz, G. (2006) ‘Structural encoding of body and face in human Lozoff, B. and Georgieff, M.K. (2006) ‘Iron deficiency and brain development’, Seminars in Pediatric
infants and adults’, Journal of Cognitive Neuroscience, vol. 17, pp. 1328–40. Neurology, vol. 13, pp. 158–65.
Gogtay, N., Giedd, J.N., Lusk, L., Hayashi, K.M., Greenstein, D., Vaituzis, A.C. et al. (2004) McCrory, E., De Brito, S.A. and Viding, E. (2010) ‘Research review: the neurobiology and genetics
‘Dynamic mapping of human cortical development during childhood through early of maltreatment and adversity’, Journal of Child Psychology and Psychiatry, vol. 51, pp. 1079–95.
adulthood’, Proceedings of the National Academy of Science, vol. 101, pp. 8174–9.

56 57
 McCrory, E., Stephane, A., De Brito, S.A. and Viding, E. (2011) ‘The impact of childhood Sowell, E.R., Thompson, P.M., Leonard, C.M., Welcome, S.E., Kan, E. and Toga, A.W. (2004)
maltreatment: a review of neurobiological and genetic factors’, Frontiers in Psychiatry, vol. 2, ‘Longitudinal mapping of cortical thickness and brain growth in normal children’, Journal of
pp. 1–14. Neuroscience, vol. 24, pp. 8223–31.
McEwen, B.S. (1987) ‘Steroid hormones and brain development: some guidelines for Stiles, J. (1998) ‘The effects of early focal brain injury on lateralization of cognitive function’,
understanding actions of pseudohormones and other toxic agents’, Environmental Health Current Directions in Psychological Science, vol. 7, pp. 21–6.
Perspectives, vol. 74, pp. 177–84. Stiles, J., Nass, R.D., Levine, S.C., Moses, P. and Reilly, J.S. (2009) ‘Perinatal stroke: effects
Mareschal, D., Johnson, M. and Grayson, A. (2004) ‘Brain and cognitive development’ in Oates, and outcomes’ in Yeates, K.O., Ris, M.D., Taylor, H.G. and Pennington B. (eds), Pediatric
J. and Grayson, A. (eds), Cognitive and Language Development in Children, Oxford, Blackwell Neuropsychology Research, Theory, and Practice (2nd edn), New York, NY, The Guildford Press.
Publishing. Stollhoff, K. and Schulte, F.J. (1987) ‘Vitamin B12 and brain development’, European Journal of
Marshall, P.J., Fox, N.A. and the Bucharest Early Intervention Project Core Group (2004) ‘A Pediatrics, vol. 146, pp. 201–5.
comparison of the electroencephalogram between institutionalized and community children in Supekar, K., Musen, M. and Menon, V. (2009) ‘Development of large-scale functional brain
Romania’, Journal of Cognitive Neuroscience, vol. 16, pp. 1327–38. networks in children’, PLoS Biology, vol. 7, e1000157.
Marshall, P., Reeb, B.C., Fox, N.A. and the Bucharest Early Intervention Project Core Group (2008) Sur, M., Angelucci, A. and Sharma, J. (1999) ‘Rewiring cortex: the role of patterned activity in
‘Effects of early intervention on EEG power and coherence in previously institutionalized development and plasticity of neocortical circuits’, Journal of Neurobiology, vol. 41, pp. 33–43.
children in Romania’, Development and Psychopathology, vol. 20, pp. 845–59. Sur, M. and Rubenstein J.L. (2005) ‘Patterning and plasticity of the cerebral cortex’, Science,
Mehta, M.A., Golembo, N.I., Nosarti, C., Colvert, E., Mota, A., Williams et al. (2009) ‘Amygdala, vol. 310, pp. 805–10.
hippocampal and corpus callosum size following severe early institutional deprivation: the Thompson, P., Cannon, T., Narr, K., van Erp, T., Poutanen, V., Huttunen, M., Lonnqvist, J. et al.
English and Romanian Adoptees Study Pilot’, Journal of Child Psychology and Psychiatry, vol. 50, (2001) ‘Genetic influences on brain structure’, Nature Neuroscience, vol. 4, pp. 83–95.
pp. 943–51. Tottenham, N., Hare, T.A., Milner, A., Gihooly,T., Zevin, J. and Casey, B.J. (2011) ‘Elevated
Merabet, L.B. and Pascual-Leone, A. (2010) ‘Neural reorganization following sensory loss: the amygdala response to faces following early deprivation’, Developmental Science, vol. 14, pp.
opportunity of change’, Nature Reviews: Neuroscience, vol. 11, pp. 44–52. 190–204.
Moulson, M.C., Fox, N.A., Zeanah, C.H. and Nelson, C.A. (2009a) ‘Early adverse experiences and Treadway, M.T., Grant, M.M., Ding, Z., Hollon, S.D., Gore, J.C. and Shelton, R.C. (2009) ‘Early
the neurobiology of facial emotion processing’, Developmental Psychology, vol. 45, pp. 17–30. adverse events, HPA activity and rostral anterior cingulate volume in MDD’, PLoS ONE, vol. 4,
Moulson, M.C., Westerlund, A. and Nelson, C.A. (2009b) ‘The effects of early experience on face e4887.
recognition: an event-related potential study of institutionalized children in Romania’, Child Walker, S.P., Wachs, T.D., Grantham-McGregor, S., Black, M.M., Nelson, C.A., Huffman, S.L. et al.
Development, vol. 80, pp. 1039–56. (2011) ‘Inequality in early childhood: risk and protective factors for early child development’,
Mulder, E.J., Robles de Medina, P.G., Huizink, A.C., Van den Bergh, B.R., Buitelaar, J.K. and Visser, The Lancet, vol. 378, pp. 1325–38.
G.H. (2002) ‘Prenatal maternal stress: effects on pregnancy and the (unborn) child’, Early Warren, D.H. (1984) Blindness and Early Childhood Development (2nd edn), New York, NY, AFB Press.
Human Development, vol. 70, pp. 3–14. Weisberg, D.S., Keil, F.C., Goodstein, J., Rawson, E. and Gray, J.R. (2008) ‘The seductive allure of
National Scientific Council on the Developing Child (2007) The Timing and Quality of Early neuroscience explanations’, Journal of Cognitive Neuroscience, vol. 20, pp. 470–7.
Experiences Combine to Shape Brain Architecture, Working Paper 5, available online at: Werker, J.F. and Tees, R.C. (2005) ‘Speech perception as a window for understanding plasticity and
http://www.developingchild.net (Accessed January 2012). commitment in language systems of the brain’, Developmental Psychobiology, vol. 46, pp. 233–61.
Nelson, C.A., Furtado, E.A., Fox, N.A. and Zeanah, C.H. (2009) ‘The deprived human brain’, Woon, F.L. and Hedges, D.W. (2008) ‘Hippocampal and amygdala volumes in children and
American Scientist, vol. 97, pp. 222–9. adults with childhood maltreatment-related posttraumatic stress disorder: a meta-analysis’,
Neville, H.J., Nicol, J.L., Barss, A. and Forster, K.I. (1991) ‘Syntactically based sentence processing Hippocampus, vol. 18, pp. 729–36.
classes: evidence from event-related brain potentials’, Journal of Cognitive Neuroscience, vol. 3, World Bank (2011) Learning for All: Investing in people’s knowledge and skills to promote development,
pp. 151–65. World Bank Group Education Strategy 2020. Washington DC, The International Bank for
Niogi, S.N. and McCandliss B.D. (2006) ‘Left lateralized white matter microstructure accounts for Reconstruction and Development/The World Bank; also available online at: http://siteresources.
individual differences in reading ability and disability’, Neuropsychologia, vol. 44, pp. 2178–88. worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf (Accessed
Parker, S.W, Nelson, C.A. and the Bucharest Early Intervention Project Core Group (2005a) ‘The January 2012).
impact of early institutional rearing on the ability to discriminate facial expressions of emotion: World Health Organization (2008) WHO Global Strategy on Diet, Physical Activity and Health: A
an event-related potential study’, Child Development, vol. 76, pp. 54–72. framework to monitor and evaluate implementation’, Geneva, WHO.
Parker, S.W, Nelson, C.A. and the Bucharest Early Intervention Project core group (2005b) ‘An Wright, I.C., Sham, P., Murray, R.M., Weinberger, D.R. and Bullmore, E.T. (2002) ‘Genetic
event-related potential study of the impact of institutional rearing on face recognition’, contributions to regional variability in human brain structure: methods and preliminary results’,
Development and Psychopathology, vol. 17, pp. 621–39. NeuroImage, vol. 17, pp. 256–71.
Rauske, P.L., Shea, S.D. and Margoliash, D. (2003) ‘State and neuronal class-dependent
reconfiguration in the avian song system’, Journal of Neurophysiology, vol. 3, pp. 1688–701.
Sebastián-Gallés, N. (2010) ‘Bilingual language acquisition: where does the difference lie?’, Human
Development, vol. 53, pp. 245–55.
Sonuga-Barke, E.J. (2009) ‘Amygdala, hippocampal and corpus callosum size following severe
early institutional deprivation: the English and Romanian Adoptees Study Pilot’, Journal of Child
Psychology and Psychiatry, vol. 50, pp. 943–51.

58 59
 Illustrations
Front cover – Italy. Beatrice. © John Oates
Opposite p. 1 – UK. Erin. © John Oates
p. 3 – Structure of the human brain. © Open University
p. 5 – Localisation of function. © Open University
p. 7 – Building blocks of the brain. © Open University
p. 9 – Adapted from The Postnatal Development of the Human Cerebral Cortex (Conel, 1935–67).
© President and Fellows of Harvard College
p. 11 – Neurotransmitters. © Open University
p. 13 – Dopamine and serotonin pathways. © Open University
p. 15 – Hungary. Children in a Sure Start centre. © John Oates
p. 17 – Uppsala, Sweden. Eight-month-old Nellie has 128 electrodes attached to her head in order
for scientists to monitor her brain activity at the University of Uppsala (April 2007). ‘The Baby
Lab’, as the research centre on children’s sensory motor and cognitive development is called,
has several projects examining babies’ brain functions, including a project to better understand
autism. © Ke Ericson/Aurora/SpecialistStock
p. 19 – Hungary. Armando. © John Oates
p. 20 – Dhaka, Bangladesh. A child looks through a hole on the main gate of a building, March
2010. © Chandan Robert Rebeiro/Still Pictures
p. 23 – Development of the brain of the foetus. © Open University
p. 25 – Neural growth and pruning. © Open University
p. 27 – Myelination. © Open University
p. 29 – Sensitive periods. From Abbott, A. (2011) ‘Brain child’, Nature, vol. 478, p. 443.
p. 31 – Adult fMRI scan showing greater activity in the left hemisphere of people’s brains when
listening to short spoken sentences. © 2012 Kate Watkins, Department of Experimental
Psychology, University of Oxford
p. 33 – Hamburg, Germany. Foreign boy sitting bored on the wayside. © argus/Mike Schroeder/
Still Pictures
p. 35 – Mother and daughter. © Zoonar/Kristina Afanasyeva/SpecialistStock
p. 37 – Kabul, Afghanistan. Girls’ school in Kabul. © Ton Koene/Lineair/Still Pictures
p. 39 – Hungary. Helena. © John Oates
p. 40 – Baghdad, Iraq, Al Rahma Centre for Abandoned Street Children. A 12-year-old girl looks
through a torn blanket that has replaced the door that used to be there before looting. Along
with many other girls, she ran away from the orphanage after it was attacked by looters just
after the war broke out, but has now returned. © Shehzad Noorani/Still Pictures
p. 43 – UK. Katie. © John Oates
p. 45 – Portrait of family. © Design Pics/Still Pictures
p. 47 – Alaska, USA, Alaska Regional Hospital SC. Newborn sleeping. © Chris Arend/Alaska Stock/
SpecialistStock
p. 49 – UK. Somali boy. © John Oates
p. 51 – Iran. In an orphanage run by the Kerman Welfare Organization, Mariam (about 14 months
old) constantly rocks from left to right and right to left – a sign of deprivation. She is suffering
from lack of physical contact and attention. © Shehzad Noorani/Still Pictures
p. 53 – Hungary. Child left alone. © John Oates
p. 55 – Hungary. Orsi. © John Oates
Back cover – Orlando, Florida, USA. Sam Kornylak (5 years) plays with sea creature toys on an
ocean-blue blanket in a hotel room. © Andrew Kornylak/Aurora/SpecialistStock

60 61
This important publication on the early development of the human
brain, from fertilisation through the first few years of life, is written
by leading experts in the field. It will provide the interested policy
maker, researcher or practitioner with the key findings from
neuroscience and their potential implications for policy.

Sarah-Jayne Blakemore, Professor of Cognitive Neuroscience at University College London

Institute of Cognitive Neuroscience and Royal Society University Research Fellow, UK

With the support of:

www.bernardvanleer.org

ISBN 978-1-78007-321-7

9 781780 073217