A Primer on Brain Development or/and Why First 5 is Very Important - - PowerPoint PPT Presentation

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A Primer on Brain Development or/and Why First 5 is Very Important - - PowerPoint PPT Presentation

Sep 14, 2023 48 likes •400 views

A Primer on Brain Development or/and Why First 5 is Very Important to the Why First 5 is Very Important to the Children of Northern California Heidi M Feldman MD PhD Professor. Stanford University Proud Grantee of First 5 San Mateo Learning

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SLIDE 1

A Primer on Brain Development

  • r/and

Why First 5 is Very Important to the Why First 5 is Very Important to the Children of Northern California

Heidi M Feldman MD PhD

  • Professor. Stanford University

Proud Grantee of First 5 San Mateo

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SLIDE 2

Learning Objectives: By the conclusion,

participants should be able to explain the following:

1 Human brain is a dynamically developing organ

  • 1. Human brain is a dynamically developing organ

‐Changes in brain structure and function ‐Greatest changes occur in the first 5 years of life. Greatest changes occur in the first 5 years of life.

  • 2. The brain develops through learning.

3 Many biological and social threats can alter or

  • 3. Many biological and social threats can alter or

limit brain development, especially at young ages ages.

  • 4. First 5 is positioned to maximize positive

changes and limit negative forces changes and limit negative forces

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SLIDE 3
  • 1. Human Brains Develop Dramatically
  • 1. Human Brains Develop Dramatically
  • The brain is structurally immature at birth

The brain is structurally immature at birth

  • Major changes dramatic in first 5 years

) Si i a) Size increases b) Cortical surface folds ) c) Number of synapses increases and then regress d) White matter volume increases

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SLIDE 4
  • 1a. Size increases
  • 1a. Size increases
  • In the first 3 years of

life, child’s brain volume , grows to approximately 80% of adult size

  • By age five, it grows to

about 90% of adult size

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SLIDE 5
  • 1b. Cortical Surface Folds
  • 1b. Cortical Surface Folds
  • The brain begins as a

g simple tube and folds into a complex structure

  • Folding of the cortex
  • Folding of the cortex

provides increased surface area that leads to d ll l

Birth Adult

increased intellectual capacity

  • Folding continues after

Folding continues after birth

Fetal Life

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SLIDE 6
  • 1c. Synapses Proliferate in Early Life
  • 1c. Synapses Proliferate in Early Life

Synapse

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SLIDE 7
  • 1c. Synapses
  • 1c. Synapses

Synapse Synapse

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SLIDE 8
  • 1c. Early Growth of Synapses
  • 1c. Early Growth of Synapses
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SLIDE 9
  • 1c. Synapses Increase then Decrease
  • 1c. Synapses Increase then Decrease

Proliferation “Pruning” Improves Efficiency

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SLIDE 10
  • 1d. White Matter is Myelinated Axons
  • 1d. White Matter is Myelinated Axons
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SLIDE 11
  • 1d. White Matter Connects Brain Regions
  • 1d. White Matter Connects Brain Regions
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SLIDE 12
  • 1d. White Matter Increases with Age
  • 1d. White Matter Increases with Age
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SLIDE 13
  • 1d. Myelination in First 5 years
  • 1d. Myelination in First 5 years

Pathways: Sensori-motor Temporal language F t l l Frontal language Pujol, et a., 2006

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SLIDE 14
  • 1d. White Matter Strengths Connections
  • 1d. White Matter Strengths Connections
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SLIDE 15
  • 2. Brain Develops through Learning
  • 2. Brain Develops through Learning
  • The brain is a self‐

The brain is a self

  • rganizing system
  • Different from a

computer that comes loaded with software

  • Brain software develops

through use

  • Learning facilitated by

warm social relationships

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SLIDE 16
  • 2. Poor Brain Growth after Neglect
  • 2. Poor Brain Growth after Neglect
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SLIDE 17
  • 2. Enhanced Brain Growth Through

Experience

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SLIDE 18
  • 3. Threats to Healthy Brain Development
  • 3. Threats to Healthy Brain Development
  • Biological Factors

Biological Factors

a) Prematurity b) Fetal exposure to alcohol b) Fetal exposure to alcohol

  • Psychosocial Factors

) c) Toxic stress d) Poverty

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SLIDE 19
  • 3a. Prematurity as Biological Risk
  • 3a. Prematurity as Biological Risk

25‐week Preemie 32‐week Preemie

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SLIDE 20
  • 3a. Neurological Consequences
  • 3a. Neurological Consequences

Brain of a Term Infant at Term Brain of a 30‐week Preemie at Term

  • Reduced brain size
  • Abnormal cortical folding
  • Diffuse, excessive high signal

intensity consistent with white matter abnormality.

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SLIDE 21
  • 3a. Injuries Associated with Prematurity
  • 3a. Injuries Associated with Prematurity
  • Enlargement of the ventricles
  • Enlargement of the ventricles
  • Irregular angular (scalloped) appearance of ventricular contours
  • Loss of white matter with atrophy, notable present in the corpus

callosum

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SLIDE 22
  • 3b. In Utero Alcohol Exposure
  • 3b. In Utero Alcohol Exposure
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SLIDE 23
  • 3c. High Levels of Stress/Distress
  • 3c. High Levels of Stress/Distress

Brain Cell of Healthy Mouse Brain Cell of Stressed Mouse

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SLIDE 24
  • 3d. Poverty and Brain Development
  • 3d. Poverty and Brain Development
  • Poverty includes

Poverty includes

– Inadequate and variable nutrition Poor health care – Poor health care – Reduced exposure to learning opportunities I d i k f t i t – Increased risk of toxic stress

  • Poverty robs children of learning potential
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SLIDE 25
  • 3d. Poverty and Brain Development
  • 3d. Poverty and Brain Development
  • Brain areas affected by

Brain areas affected by poverty

– Language – Executive Functions

Degree of advantage to middle income children by middle income children by neurocognitive domain

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SLIDE 26
  • 4. First 5’s Unique Opportunity
  • 4. First 5 s Unique Opportunity
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SLIDE 27

Without Intervention: Without Intervention:

Average percentile rank on Math score, by income quartile

Highest SES Lowest SES

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SLIDE 28

With Intervention: IQ h l Perry Preschool Program

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SLIDE 29

With Intervention: Education h l Perry Preschool Program

9/14/2011 29

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SLIDE 30

With Intervention: Economics at 27 years y Perry Preschool Program

9/14/2011 30

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SLIDE 31

With Intervention: Arrests With Intervention: Arrests Perry Preschool Program

9/14/2011 31

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SLIDE 32

Return to Investment at Different Ages

al

Return to Investment at Different Ages

man capit P h l Programs targeted towards the earliest years ment in hum Preschool programs Schooling to investm Job training e of return 0 3 4 5 Age Rate 0-3 4-5

Preschool

School Post-school

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SLIDE 33

Summary Summary

  • Human brain is rapidly developing in first 5

Human brain is rapidly developing in first 5 years

  • The brain develops through learning
  • The brain develops through learning
  • Biological and psychosocial threats impair

l i d h b i d learning and change brain structure and function

  • Investments in children and their families

early in life pay off

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SLIDE 34

Summary

  • Political forces threaten services for children

Summary

  • Political forces threaten services for children

birth to 5

  • Children from advantaged environments by

g y and large receive substantial early investment

  • Children from disadvantaged environments
  • ften do not
  • ften do not
  • Strong case for public funding for interventions

in early childhood for children who are di d d ill di bl d d i k f l disadvantaged, ill, disabled, and at risk for long‐ term disorders

  • Our moral obligation to support young children

Our moral obligation to support young children and their families, for their sake and ours

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SLIDE 35

Thank you! y