ࡱ> MOL_ $bjbj .*5\5\22  Z0$@f -"*0Z(Z2> p:  Doctor Suzanne Zeedyk: Brain development One of the reasons that relationships are so important is because brains are developing as a consequence of that relationship. So neuro-science has been revealing over the last twenty years particularly over the last ten years we have learned an awful lot about babies brain development. And it is certainly the case that babies brains develop partly on the basis of the genetic codes that they have, but they also develop on the basis of the kinds of relationships that they have with other people, the kinds of responses that they get. Now that makes sense when we come to understand that compared to other mammals babies are born earlier in the developmental trajectory than, say, sheep and cows, and horse, and dogs and cats. And that is because human heads are so big that they didnt fit through vaginal canals if they kept getting bigger and bigger. So in a sense evolution had to do a kind of deal, we will have babies be born earlier in the developmental process so that their heads wont be so big that they are going to get stuck, because that would be bad for mothers and babies because we would die and the species would die. That means that brains are actually more fragile than they are for other mammals, because they are younger, they are less mature. But it also means that they are able to be much more flexible, and thats why humans can survive in such different environments, in such different circumstances; thats why they can learn to speak different languages; thats why they can learn to cope with families that are very expressive, and families that arent so expressive; thats why they can learn to cope with families where there is domestic violence, and families where it is very quiet and peaceful. Brains and babies can cope with a whole raft of possible environments because their brains are really flexible. But it also means that if your brain is developing in relation to that world, that once the key pathways in your brain are established those are the pathways that you carry with you into your adulthood. That is why there is so much excitement and interest and worry and attention now being given to these really early years, because we know how much brain development is going on in those early years. Because there has been so much excitement about these early years people can think right, thats it, so its a done deal by the time they are three; it is not a done deal, the brain continues to develop, and in fact there is another period of real reorganisation in adolescence, and the brain will continue to develop roughly through up until about twenty. And then of course much later on we all joke about how you begin to lose lots of those connections. The really important thing here is that we are asking children to develop particular kinds of brains with the environment that we present them with. Brains can cope with a variety of situations, but they are meant to cope with those situations, and that may have consequences that we hadnt reckoned on. So if I just take an example of a child that lives with domestic violence, so there is a lot of shouting and perhaps some hitting, and their needs often arent noticed. That child needs a brain that helps them to cope with a threatening environment. That is the world they are born into, and thats what their brain needs to help them to learn to do. Now how does a brain do that? Well it does that by monitoring for threat. So we have to spend a lot of energy and a lot of attention watching for where the next shouting will come from. Well, if I am monitoring for where the next threat comes from I cannot be so interested in what that blue block on the ground there tastes like. In other words I cant learn about other things in the world or as many other things in the world if I have to spend a lot of energy monitoring for threat. Another of the ways in which that brain will be being influenced is, in order to cope with that threat I will be needing to produce a lot of a hormone called cortisol, which we all need at times of stress. So when you arrive at a meeting late, because you left the house late, because the traffic lights didnt turn in the order you wanted them, your body has actually got more cortisol in it, and it actually needs cortisol to help you cope with the stress of being late. But if you have cortisol in your system all the time, what it begins to do is to swap the brain with a stress hormone, so at the extreme ends it is as though the brain is drowning in a stress hormone, because the body is producing so much of this stress hormone, and it has learned to produce it very quickly, so it turns on the production of cortisol quickly. Cortisol got developed to help us cope with immediate stress, like escaping from a sabre toothed tiger, and so if you have a child who has spent the morning coping with a stressful environment, and they arrive at school, or they arrive at playgroup, or they arrive at their childminders, and we want them to sit down and be quiet, they cant do that, they have just been running away from a sabre toothed tiger, and their brain is developing to cope with sabre toothed tigers, a world of sabre toothed tigers. Their brain will always now look for sabre toothed tigers, so we will have created a person who thinks the world is a bit of a threatening place, and will always spend part of their energy looking for threat. If they are looking for threat it will be harder for them to tap empathy, it will be harder for them to connect to other people because actually they will be a bit anxious about other people. Now we may not see that in every day settings, so it is very likely that, as adults, we might not see that a colleague that we work with has trouble with stress, and actually grew up in sabre toothed tiger land, because they are not at the point at which that threat kicks in. But if they go home, if it is about connection, if it is about closeness, that may be the point at which they go into much more conflicted, is this a place of threat? The key way to summarise all of that is that there are consequences to the brains that we are asking children to develop. If we are giving them a world that is calm and predictable then their brain is developing in a calm and predictable way, and they will carry that motorway system with them, expecting that the world will be calm and predictable. They dont learn to produce cortisol so quickly. You can then start to imagine all these different kinds of brains that are out there walking in our society. The real question to ask ourselves, as professionals, as parents, as any member of society is, what kind of brain am I asking my child to develop, our children to develop in order to cope with this world we have presented them with. And I like turning it around that way because it is different from saying how are they reacting to the environment? They are reacting to the environment that we give them to react to. And one of the reasons that is exciting is because many people havent realised up until now how sensitive the brain is in relation to the environment; that it is really developing in relation to that environment. We are getting brains to develop particular motorway systems; we should be asking ourselves what kind of motorway system we want our children to develop. *$$h=WhKhK5h@<*J e;<~f#$gd@< ,1h. 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I a"JFL[ /_>Jtkj\d1uoJFL[>JtJFL[=WK>@<@*@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial7.@CalibriACambria Math"qhDDM4M4!20KHP  $P>2!xx Rebecca PitmanJeremy StevensonOh+'0?>  8 D P\dlt|Rebecca Pitman Normal.dotmJeremy Stevenson2Microsoft Office Word@F#@j-@j-MG = Rt v  d.@"Calibri---  2 m`c  @"Calibri--- G2 `(cDoctor Suzanne Zeedyk: Brain development    2 nc  --- 2 `]cOne of the reasons that relationships are so important is because brains are developing as a    A2 `$cconsequence of that relationship. So  2 <c  2 >cneuro  2 cc- \2 h6cscience has been revealing over the last twenty years    2 c  2 c   C2 `%cparticularly over the last ten years   2 /c  2 6c  h2 :>cwe have learned an awful lot about babies brain development.     2 `\cAnd it is certainly the case that babies brains develop partly on the basis of the genetic  2 l ccodes that   2 `fcthey have, but they also develop on the basis of the kinds of relationships that they have with other    O2 `-cpeople, the kinds of responses that they get.  2 lc   2 )`ZcNow that makes sense when we come to understand that compared to other mammals babies are           2 <`cborn ea 2 <Ycrlier in the developmental trajectory than, say, sheep and cows, and horse, and dogs and     2 O`eccats. And that is because human heads are so big that they didnt fit through vaginal canals if they     n2 c`Bckept getting bigger and bigger. So in a sense evolution had to do  A2 c$ca kind of deal, we will have babies     2 v`ecbe born earlier in the developmental process so that their heads wont be so big that they are going     2 `\cto get stuck, because that would be bad for mothers and babies because we would die and the       42 `cspecies would die. That mea   m2  Acns that brains are actually more fragile than they are for other    2 `dcmammals, because they are younger, they are less mature. But it also means that they are able to be      2 `[cmuch more flexible, and thats why humans can survive in such different environments, in su      2 cch   2 `ecdifferent circumstances; thats why they can learn to speak different languages; thats why they can      2 `iclearn to cope with families that are very expressive, and families that arent so expressive; thats why       R2 `/cthey can learn to cope with families where ther    \2 }6ce is domestic violence, and families where it is very      2 `bcquiet and peaceful. Brains and babies can cope with a whole raft of possible environments because      =2 #`!ctheir brains are really flexible.  2 #c   t2 B`FcBut it also means that if your brain is developing in relation to that   2 Bc  12 Bcworld, that once the key   2 U``cpathways in your brain are established those are the pathways that you carry with you into your      2 h`bcadulthood. That is why there is so much excitement and interest and worry and attention now being        A2 |`$cgiven to these really early years, b a2 |-9cecause we know how much brain development is going on in        &2 `cthose early years.  2 c   2 `ecBecause there has been so much excitement about these early years people can think right, thats it,     2 `Ocso its a done deal by the time they are three; it is not a done deal, the brai  /2 cn continues to develop,   2 `gcand in fact there is another period of real reorganisation in adolescence, and the brain will continue    2 `_cto develop roughly through up until about twenty. And then of course much later on we all joke       >2 `"cabout how you begin to lose lots o  )2 .cf those connections.  2 c   2 `ecThe really important thing here is that we are asking children to develop particular kinds of brains     2 ,`bcwith the environment that we present them with. Brains can cope with a variety of situations, but        A2 ?`$cthey are meant to cope with those si   _2 ?<8ctuations, and that may have consequences that we hadnt     2 R`jcreckoned on. So if I just take an example of a child that lives with domestic violence, so there is a lot      2 f`^cof shouting and perhaps some hitting, and their needs often arent noticed. That child needs a   2 fc  2 fcbrain   2 y`bcthat helps them to cope with a threatening environment. That is the world they are born into, and       2 `bcthats what their brain needs to help them to learn to do. Now how does a brain do that? Well it         [2 `5cdoes that by monitoring for threat. So we have to spe   J2 *cnd a lot of energy and a lot of attention   2 `acwatching for where the next shouting will come from. Well, if I am monitoring for where the next           2 `ecthreat comes from I cannot be so interested in what that blue block on the ground there tastes like.      #2 `cIn other words I   2 c  M2 ,ccant learn about other things in the world    2 c  2 c  C2 %cor as many other things in the world     2 c  2 c   a2 `9cif I have to spend a lot of energy monitoring for threat.   2 c  "Systemwhs` &%w@(wxە &--ccbbaalw6Doctor Suzanne Zeedyk: Brain development - transcriptem AccountSystem Accountns:ds="http://schemas.openxmlformats.org/officeDocument/2006/customXml"/>as.microsoft.com/office/2006/metadata/longProperties"/> ?@ABCFGHIJKTNQSRgUVWXYZ[\]^_DRoot Entry F@P1TableWordDocument.*SummaryInformation($4?DocumentSummaryInformation8CompObjrMsoDataStore PX@554WQCCUOJAPCPGOQ==2PXPX   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89qDocumentLibraryFormDocumentLibraryFormDocumentLibraryForm This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. > cumentation> This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision.  Education Scotland4  Title0$,4\7display_urn:schemas-microsoft-com:office:office#Editor7display_urn:schemas-microsoft-com:office:office#Author Syst