because of the continuity of most caregiving environments, what is needed to properly evaluate the importance of early experience are studies in which young children experience a significant change in their caregiving circumstances. on the other hand, we must be cautious about inferring sensitive periods in brain development from studies of the brain and behavioral characteristics of children raised in institutions for several reasons. absence of or reductions in activation of a circuit (compared to what occurs in more typical development) may lead initially to prolongation of the sensitive period. comparing children raised in institutions to children born and raised in families comparable to the adoptive families does not provide a test of postnatal sensitive periods, although it may provide some index of optimal developmental benchmarks. within these different interventions, the relation of timing to outcomes has been approached in different ways and yielded different results for different outcomes.
it is important to note that in the eras, children adopted prior to 6 months of age had no increase in signs of inattention/overactivity (rutter et al., 2009). this suggests broad protection with regard to secure attachment for children adopted in the first year of life, although protection is incomplete (o’connor et al., 2003). there are too few children available for study who enter the orphanages at 18 months to confirm that it is the specific ages and not the length of exposure that is associated with persistent deleterious effects. this may be because most of the children in the care as usual group were no longer institutionalized at age 8 years, having been returned to their parents, adopted domestically, or placed in government foster care that did not exist at the time the study began. what is also striking, however, is the loss of children with above average and higher iqs as time in institution increases (loman et al., in press). investigations are currently underway that may help to answer many of the questions raised in this chapter.
sensitive periods are optimal times in development when certain areas of the brain are most ready to benefit from experience. plasticity also allows the brain to strengthen and expand new pathways in order compensate for an injury or illness. due to the plasticity in the child’s brains, these connections are then strengthened, and the child then learns how to walk. pruning makes the brain more efficient by creating space for the most important networks of connections to grow and expand. some pruning begins very early in development, but the most rapid pruning happens between ages 3 and 16. growth in a specific area of the brain is still possible after the sensitive period ends, but that growth is not as easy or automatic.
·vision development: infants are born with the basic ability to see (unless their vision is impaired by prenatal damage or genetic defects), but a newborn’s vision is not as good as the vision of an 8-month-old. the opportunity to look at people and things in the early months strengthens the brain connections that control vision. adults help babies learn to communicate by engaging in serve and return interactions. listening to adults speak and practicing babbling strengthen the brain connections that control language. these experiences should be repeated regularly to help strengthen the connections in the child’s brain. this project was supported in part by the georgia department of human services, division of family and children services and the u.s. department of health and human services, administration for children and families, community based child abuse prevention and treatment act (cfda 93.590).
sensitive periods in brain development are of great interest in the psychology of early experience. it is well established that the human brain is capable of sensitive periods are optimal times in development when certain areas of the brain are most ready to benefit from experience. the brain’s plasticity is high a sensitive period is similar to a critical period in which the brain is relatively more plastic and more sensitive to the influence, critical and sensitive periods of child development, sensitive periods montessori, sensitive periods montessori, infancy is a sensitive period in terms of brain development especially due to, sensitive periods of development.
when the effect of experience on the brain is particularly strong during a limited period in development, this period is referred to as a sensitive period. such periods allow experience to instruct neural circuits to process or represent information in a way that is adaptive for the individual. during windows of opportunity, or sensitive periods of time, the brain is primed to learn specific information. for example, the sensitive period for learning to speak a second language as if it were a first language, occurs from ages 0-12. sensitive periods in brain development mike troy, phd development, this period is referred to as a sensitive period. such periods allow experience to instruct neural circuits to process or represent information most research on sensitive periods has focussed on early sensory, motor, and language development, but it has recently been suggested that adolescence might, sensitive periods in early brain development graph, critical period, characteristics of sensitive periods, what is critical period in child development.
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