Baby’s brain development and literacy

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Baby’s Brain, LanguageDevelopment and Literacy:What Every Caregiver Needs to KnowPeggy Sissel-Phelan, Ed.D., M.A.Founder and President

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IntroductionBrain development frombirth to age three

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Language development

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Emergent literacy skills and school readiness;

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How does language and literacy impact children’s dddd health and well-being

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Practice issues

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THE solution to educational disparityOverview of the Brain Part of the central nervous system

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Controls manybodily functions Voluntary Involuntary 2 hemispheres 4 lobes Many folds Different parts, Why folds?different purposes

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Overview of theBrain 100 Billion brain cells at birth

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Brain cells are“raw” materials —a - a framework Parts of the brain at different times Predictable sequence, - “developmental materialsmaturemilestones”

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Baby’s Growing Brain100Billion brain cells (neurons)NewbornBrain Weight - Grams

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Baby’s Growing Brain100Billion brain cells (neurons)6 monthsBrain Weight - Grams

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Baby’s Growing Brain100Billion brain cells (neurons)1 yearBrain Weight - Grams

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Baby’s Growing Brain100Billion brain cells (neurons) 24 months Brain Weight - Grams

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Baby’s Growing Brain100Billion brain cells (neurons) 36 monthsBrain Weight - Grams

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Baby’s Growing Brain100Billion brain cells (neurons)36 monthsNewborn 24 months 6 months12 monthsBrain Weight - Grams

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Baby’s Growing Brain100Billion brain cells (neurons)WHAT!There are still 100 Billion brain cells!(only)What Changed?It grows 3 and a half times its original size!Brain Weight - Grams

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Baby’s Growing BrainABrain CellCell bodyDendritesAxon

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Baby’s Growing BrainBrainCells Connect The number of neurons remains relatively stable

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Eachcell becomes bigger and heavier

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Dendritesbranch out to receive signals from other neurons.Baby’s Growing BrainGrowing Connections

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Baby’s Growing BrainGrowingConnectionsA child’s environment has enormous impact on what happens to those cells.Early experiences set the stage for how children will learn and interact with others throughout life. A child’s experiences, good or bad, influence the wiring of his brain and the connection in his nervous system.

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Baby’s Growing BrainMakingConnections The brain’s “wiring” is created over time.

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Stimulationand experience plays a crucial role in “wiring” a young child’s brain. If the connections are not used repeatedly, or often enough, they are eliminated.

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Baby’s Growing BrainMakingConnections Use it or lose it!

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Appliesto all areas of the brain/body . . . Motor functions Balance and coordination Vision Cognition Emotion Language

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Language Development All normal, healthy babies learn to talk.

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Alldo not get the same stimulation.

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Repetitionis critical when learning language.

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Strengtheningand expanding the connections help in learning more wordsFor example . . .

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Again, again, again!Whatdo you say . . .When the parent says: “I’m going crazy! He wants to hear the same book over and over.”That’s how baby learns.

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Language Development Atevery reading, something new is learned

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Words andlanguage are the foundation of all learning

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But –not just any words

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Not flashcards, memorization, television

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Importance of “rich” language environmentLanguage DevelopmentWhat is a Rich Language Environment?RICHPOOR Responds to baby’s cues, moods

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Talkto and with baby

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Lotsof laptime, facetime

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Songs,story telling

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Wordplay – rhymes, silly sounds

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Reading,sharing books

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Didacticdialog/interaction

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Hearscomplex vocabulary regularly Encourage to ask questions

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Attendsto child’s basic needs

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Talk“ at ” baby

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Placedin baby seat

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Littlepersonal interaction

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Putin front of TV

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Noage-appropriate books

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Oneway communication

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Hearsmainly TV, music, sounds in room Told to hushLanguage DevelopmentA Rich Language Environment: Why Does It Matter?By two years of age, children’s vocabulary correlates with later cognitive performance

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Low-income status significantlypredicts children’s exposure to language (Bloom, 1998)Language & LiteracyA Rich Language Environment: Why Does It Matter? Children’s language evolves primarily through parent-child interactions Literacy develops in real life settings for real life activities Literacy acquisition begins before formal instruction

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Language Development

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Language and LiteracyReadingto Baby = More Words Twice as many verbal exchanges Twice as many words Increased number of unusual and complex words Greater complexity of sentence structure

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Language and LiteracyReading= Cognitive Development Memory Creativity Comprehension Vocabulary and Language development Each ensures that connections persist

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Language & LiteracyReadingAloud Critical to child’s brain development and healthy outcomes

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Age-appropriatebooks are key developmental tools

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Builds“emergent literacy skills.” These are:How and why we use written words in daily life Holding books Listening to Pointing at Interacting with the book

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Language & LiteracyEarlyLiteracy Experiences These skills are necessary precursors to “real” reading

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Essentialfor formal reading instruction.

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Notbeen read to regularly = Not ready for school.Guess What?What percentage of families in poverty have no books in the home? How often are children read to from birth to age 5?25 1,50060%

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Language and LiteracyReadingAloud and School ReadinessLess than 3 times weekly3 or more times weeklyPercent of Children Recognize Count Write Pretend Master All Letters to 20 Name to Read 3-4 Skills /Tell Story

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Literacy DevelopmentRisky BusinessChildrenat risk for reading difficulties are those who start school with:

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lowerverbal skills

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lessphonological awareness

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lessletter knowledge

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lessfamiliarity with the processes of readingLiteracy DevelopmentRisky Business Nationally, 35% of first graders are labeled as “slow” and placed in remedial reading programs.

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Dyslexia—prevalence 4-10%

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Most of these children, who are not dyslexic, remain in these programs throughout school.

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Creates a vicious cycle for school failure and failure in life.Literacy DevelopmentRisky BusinessIn general, children living in poverty:

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Are 1.3 timesmore likely to exhibit developmental delays

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Are 1.4 timesmore likely to be diagnosed with a learning disability

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Are 2 timesmore likely to repeat a gradeLiteracy DevelopmentPercent of 4th Grade Children with Reading Difficulties - by Income(NCES 2003)< 185% poverty > 185% of poverty

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Literacy and LifeTheEffects of Low Literacy Low Literacy and Poverty

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LowLiteracy and Poor Health Status

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LowLiteracy and Mental HealthLiteracy DevelopmentReading is Doctor Recommended

Baby’s brain development and literacy

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