Early Brain Development

Early Brain Development

The paper is examining how early experiences and environments of children determine their brain development. The article also involves how structural and functional neural changes occur from different circumstances of upbringing. Furthermore, it also demonstrates how early intervention can help reverse some of the effects of neglect on brain development.

The Bucharest Early Intervention Project (BEIP) has been done before the paper, and the authors use it to answer the big question. The BEIP limitations were that the adopted children hardly being randomly selected for adoption. The authors suggest how early intervention can be used to reverse some of the adverse effects of neglect on brain development.

To answer how early life experiences affect human brain development, the authors are going to use the Positron Emission Tomography (PET) imaging study, which measures glucose metabolism and a marker of functional activity in the brain. In the study, the brain activity of institutionally reared children was compared with adults and non-neglected children with epilepsy.

In the methods section, Electroencephalography was used to measure the electrical activities of the brain. Figure 1 the distribution of alpha power across the brain. Figure 2 shows the average total cortical grey matter volume in cubic centimeters, and figure 3 shows the volume of cortical white matter for children in institutions, foster care, and those raised by biological parents, which ascends in that order.

The results show that experiences in early life determine the brain development of individuals. The results of the BEIP, where an MRI was conducted on children, show that intervention has benefits to the brain. The MRI showed that a decrease in overall brain volume for institutionally reared children, as compared to those brought up in their homes, including grey and white matter. The results also show that children who had been institutionalized have smaller superior and posterior cerebellar lobes, which are involved in learning and motor control. Additionally, the authors say that neglect causes alterations in their amygdala development, which is included in threat detection, emotion, and processing novel stimuli.

Judging by those results, I think the authors mean institutionally reared children demonstrate differences in their behavior, as compared to those raised at home by their parents. Alteration of brain sections like smaller lobes and amygdala may cause slow learning and distorted emotional control, respectively. Contrastingly, I think children brought up in their peaceful homes and with proper parenting may have more control over their feelings and even be quick learners. Nevertheless, I believe alterations in brain development can also occur to children raised in unstable homes and reflect the same effects as those raised in institutions.

In conclusion, the authors agree that early experiences have a role in shaping the brain, where children neglected in their first years show altered developments. The results also show that the brain can recover when placed in more nurturing environments. I do agree with the conclusion of the authors. The authors hardly identify any weaknesses in their study, and they covered everything as I can barely see anything that they missed. The authors suggest that prioritizing programs and policies that emphasize prevention and intervention of child neglecting would benefit many children who are at risk. I also agree with the suggestion because it will have a positive impact on children and their brain development.

The abstract does match with what the authors have said in the paper, and it also fits with my interpretation of the article.

The acknowledged expert in this particular field is Charles A, Nelson, who is as a psychologist and neuroscientist. The authors have used references from his previous work in their study. Nelson supports the research because it goes in line with his understanding and analysis of child neglect concerning brain development.

References

Bick, J., & Nelson, C. A. (2017). Early experience and brain development. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1-2), e1387.