El cuidado en grupo para niños de cero a tres años

Presentación del tema: "El cuidado en grupo para niños de cero a tres años"— Transcripción de la presentación:

1 El cuidado en grupo para niños de cero a tres años
El desarrollo temprano del cerebro

2 Objetivos de aprendizaje
Los estudiantes serán capaces de: Describir los componentes principales del desarrollo temprano del cerebro desde la etapa prenatal hasta los tres años de edad. Expresar cuál sería la razón más importante para que el maestro y la familia sepan acerca del desarrollo temprano del cerebro. Identificar los factores de riesgo y describir maneras en las que el programa podría ayudar/apoyar a las familias cuando se han identificado riesgos. Research on early brain development since the early 1990’s has drawn increased attention to the importance of quality care during the first three years of life when the human brain is undergoing tremendous growth and development. During this session we will discuss what is most important for infant care teachers and parents to know about early brain development and why. We will discuss the impact of various risk factors and ways that programs and families can alleviate the risks.

3 El desarrollo prenatal del cerebro
El sistema nervioso empieza a desarrollarse antes de la tercera semana de gestación. La creación de células y el movimiento del lado derecho ocurre durante los primeros 5 meses prenatales.

4 La secuencia del desarrollo neuronal
Al momento de nacer, el cerebro de un niño se ha desarrollado un 25% que el del tamaño de un adulto y alcanza un tamaño del 85% a la edad de tres años. El cerebro se desarrolla de abajo hacia arriba y de atrás hacia delante. El impacto ambiental en la estructura y el funcionamiento del cerebro es el más grande desde la concepción hasta el tercer cumpleaños. The human brain is immature by both size (25%) and complexity (synapse connections) at birth. The human pelvis is too small for a larger brain (head) to pass through at birth. The brain grows from 25% to 85% of the adult size by their 3rd birthday. The brain develops from the bottom up (brain stem is fairly complete at birth to sustain life). The last area to be fully developed is the frontal lobes of the cerebral cortex (executive function, planning) does not mature until early to mid-twenties. During the first three years, a period of very rapid growth and development, the brain is most susceptible to damage by various risk factors.

5 Los genes-Interacciones con el ambiente
Al momento de la concepción, los genes crean la plataforma sobre como nosotros experimentamos el mundo. El ambiente y las experiencias influencian como los genes son expresados – hacen que nosotros experimentemos los riesgos más o menos basados en nuestra genética. Take a moment to consider on your own, then turn to a partner to share your thoughts, then large group discussion: What are examples of ways that environment and experience may have impacted the development of a child or adult that you know ? 2. In what ways would a different environment or experience have effected the child’s development? How would their experience and expectations change if…the child had to wait feeding, if there were multiple children that were hungry and needed to be fed all at once by one caregiver, if the classroom was chaotic.

6 Las ventanas de aprendizaje
Timing of neural proliferation – open to input – respect the maturational process of different functional areas of the brain and which brain areas are open to which experiences. The most dramatic example of the impact of experience occurs when infants are born with cataracts. If the cataracts are not removed very soon after birth, the child’s brain will not create the connections in the brain that are required for vision. It also means that pushing a child to walk, talk, read before they are ready in terms of brain function can be unnecessarily stressful and ineffective. The timetable of brain plasticity varies: it is narrow for basic sensory abilities, wider for language, and broadest for cognitive and social-emotional skills. Meses Años Décadas

7 Discusión en grupos pequeños:
¿Qué piensa usted que es lo más importante que un maestro de cuidado infantil que cuida niños de cero a tres años y las familias deberían saber acerca del desarrollo temprano del cerebro? Por favor escriba una frase. After each participant has written one statement , have them share with other members of your small group.

8 Distribuido por Consumervision, Inc.
Segmento de video: Diez cosas que cada niño necesita (Segmento corto de Bruce Perry) Video is online at (No Spanish version available.) Prior to showing the video, ask participants to identify 10 things that they believe every child needs. Then show the DVD and compare those things from the group with those from the Perry DVD. Distribuido por Consumervision, Inc. Teléfono:

9 Factores de riesgo temprano
Prenatal: Nacimiento y primeros meses: Nutrición inadecuada Complicaciones durante el embarazo Alcohol Medicamentos recetados, medicinas de venta al público sin receta y drogas ilegales Exposición a substancias tóxicas Estrés Depresión de los padres Complicaciones a la hora del parto Temperamento difícil/hiperactividad/atención/ problemas con el control de los impulsos Discuss all the early risk factors and then ask: What do you think might be the most common risk factors that families come to your program experience? How might these risk factors influence/affect development? Nutrition Example: The baby’s brain is most sensitive to nutritional impacts between the about 4 months gestation and 2 years of age. If children do not get adequate nutrition during this time they will often have smaller brains due to reduced dendrite growth, reduced mylenation (fatty sheath around the outside of the neuron), fewer Glial or support cells. Breast milk following birth is a particularly rich source of nutrients for the baby. Because of the increase in myelination early on in life, children under 2 years of age need about 50% of their calories to come from fat. Never feed an infant low or non-fat milk! Maternal exposure to drugs – the impact drug use has on infants is quite variable according to the timing of the drug use, the frequency, the dosage, etc. But being in a healthy nutritional environment is not enough – children’s early experiences are foundational to how well they develop.

10 Prueba acerca del cerebro: falso o verdadero
El cerebro de un bebé tiene la mayor densidad de conexiones (sinápsis) a la edad de 3 años. Hay veces que una experiencia negativa o la falta de estimulación apropiada tiene serios efectos en un niño. La investigación sobre el cerebro ha sido mis interpretada y no bien aplicada en muchos contextos. A human baby's brain has the greatest density of brain cells connectors (synapses) by age 3. True Researchers who have studied the brains of both monkeys and humans have shown that there is a pattern of rapid synapse formation during early development. However, this density does not remain throughout life. After these connections are formed, there is a "plateau period" and then a period of pruning, or elimination, where the densities decrease and resemble adult levels. In humans, this period of elimination begins around early adolescence and continues until at least age 16. Different parts of the brain undergo synapse formation, plateau, and elimination at different points in development, depending upon when they mature. There are times when a negative experience or the absence of appropriate stimulation is more likely to have serious and sustained effects on the child. Early exposure to nicotine, alcohol and/or drugs can have devastating effects on the developing brain, particularly during the time during pregnancy when the brain is being formed. Critical periods in brain development do exist, although we have a long way to go to understand them. We know that the absence of a reasonable amount of light in the first weeks after birth alters the development of the visual system (e.g., development of binocularity is not possible), and that the complete absence of hearing language or receipt of extremely poor care (such as in an orphanage) will likely result in developmental deficits, but we still have much to learn about the persistence of these effects and the ability of the brain to overcome them. In general, although some critical periods do exist, the concept of sensitive periods better explains early development. Sensitive periods are times in development when certain kinds of experiences are essential for healthy development, when the absence of some kind of stimulus results in development going awry, or off-course. Compared to critical periods, sensitive periods are generally longer and suggest that there is more flexibility in the timing of input or experience to the brain and the brain's ability to learn and develop over time. Brain research has been misunderstood and misapplied in many contexts. Many are concerned about the potential misuse of the brain research to marginalize oppressed populations, particularly children of color or children living in poverty. For example, the size of the brain and how the brain works has been used to rationalize oppression in the past. Recommendations for certain kinds of parenting practices have been offered with the notion that they are based on brain development research, when in fact, they are based in psychological and educational research. They may be fine recommendations, but they aren't based on knowledge from early brain development. It is important that accurate information get communicated to parents and child care providers, policy makers, prevention and intervention providers, and in providing opportunity for all children including ethnic minorities or children living in poverty. Additional Notes: Synaptic connections Synapse = the point of contact between two neurons Initially there is an overproduction of neurons and synaptic connections, it is the experiences that a child has that solidifies certain connections. Others that are not used, die off. Use it or lose it After a synapse is activated – needs to be reactivated repeatedly to become stabilized Synaptic pruning – follows the Hebbian principal – of use/disuse – “use it or lose it”  In other words the more active synapses tend to be strengthened and the less active synapses tend to be weakened or even eliminated Synapses which do not receive confirmation are eliminated or reabsorbed Experience solidifies synaptic connections – if there is no experience to maintain the connection the synapse is eliminated A good example of this is with language – we come into the world universal language learners – however, just which language we end up speaking and the size of a child’s vocabulary is dependent on the social environment that the child is raised in and the sounds they hear. Between 8-12months, babies have a harder time discriminating between sounds of unfamiliar languages. **Some recent research suggests that imbalances in synapse formation likely impact neurodevelopmental/neurocognitive disorders such as autism and schizophrenia Plasticity The notion that the brain can be modified both positively and negatively by one’s experiences. The brain is most plastic early in life but even early on starts to lose the ability to recognize sounds found in different languages if not spoken too in that language. Learning Windows Peaks of overproduction vary by brain area Visual cortex – synaptic peak around 4-8 postnatal months Prefrontal cortex (planning ahead, working memory, impulse control)– reaches peak density after about 1 ½ years of age - however these connections are not reduced to adult levels until mid-late adolescence

11 La experiencia crea expectativas las cuales alteran la percepción
The early experiences a child has, when they happen repeatedly, create the condition of expectation – because they happen so often, we come to expect they will happen again and we come to look for them or signs of them. We then link the chronology and cause-and-effect of happenings with our total understanding of the event. So we come to see the beginnings of behaviors or precursors of behaviors as signs of the behaviors and use them to predict the experience. After a number of these predictions these links come to be used as evidence of the beginnings of behaviors or as part of the actual behaviors themselves. We in a sense come to see things and react to things that sometimes are not really happening.

12 Escuche el siguiente escenario…
¿Qué esta experimentando este bebé tierno? ¿Qué expectativas podría estar creando este bebé tierno acerca del mundo? ¿Cómo podría esto influenciar la percepción acerca del mundo de este bebé tierno? Narrate and walk participants through respectful feeding routine in infant room. Imagine the following scenario: Nine month old Trevor is seated in an infant size chair at a small round table in the snack area of his infant classroom. The Infant Care Teacher, Rina, places a bib around Trevor’s neck while facing him and narrating her actions in a soft clear voice. Rina than lowers herself into an adult size chair made low to allow her to be level with Trevor. Rina says, “Today we have banana and rice cereal”, pausing to observe Trevor’s reaction, Rina continues “I remember you liked the banana’s we had for snack yesterday”. Rina lifts an infant size spoon with a small amount of cereal up to Tevor’s lips, pauses, waits for Trevor to open his mouth, and gently places the spoon in his mouth and waits for Trevor to close his mouth around the spoon. Rina gently removes the spoon and pauses to allow Trevor to finish eating the cereal. While Trevor is swallowing the cereal Rina scoops more cereal onto the spoon, pauses and notices Trevor is reaching his hand toward his water cup. Rina puts the spoon down and says, “Do you want your water, Trevor?” as she moves the sippy cup closer to his grasp and assists Trevor in lifting the cup to take a drink being careful to follow Trevor’s lead in how high and far back to tilt the cup. Trevor takes a sip and lowers his hand grasping the cup with Rina helping. Trevor reaches for the cereal bowl and points his right index finger into the palm of his left hand. Rina notices this gesture and says, “Would you like more cereal?” and the dance goes on… Take a moment to consider on your own, then turn to a partner to share your thoughts, then large group discussion: What is this infant experiencing? What expectations might the infant be creating about the world? How would this influence the infant’s perception of the world?

13 El estrés positivo Se refiere a tener respuestas moderadas al estrés tales como: Un aumento en el ritmo cardiaco Pequeños cambios en los niveles hormonales de estrés: Los ejemplos incluyen: Conociendo personas nuevas Siendo vacunado Ingresando al cuidado en grupo Now we are going to explore different levels of stress—positive stress, tolerable stress and toxic stress. Positive stress refers to moderate short-lived stress responses such as brief increases in heart rate or mild changes in the body stress hormone levels. This kind of stress is a normal part of life, and learning to adjust to it is an essential feature of healthy development. Adverse events that provoke positive stress responses tend to be those that a child can learn to control and manage well with the support of caring adults, and which occur against the backdrop of generally safe, warm, and positive relationships. The challenge of meeting new people, dealing with frustration entering a new childcare setting, getting an immunization, and overcoming the fear of animals all can be seen as positive stressors if a child has the support needed to develop a sense of mastery. Learning to adjust to positive stress is an essential feature of healthy development. Point to Emphasize: Events that provoke positive stress tend to be those that a child can learn to control and manage well with the support of caring adults and which occur against the backdrop of generally safe, warm, and positive relationships. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

14 El estrés tolerable Se refiere a tener respuestas al estrés que podrían afectar la arquitectura del cerebro, pero que generalmente ocurren por un período limitado de tiempo. Los ejemplos incluyen: La muerte o una enfermedad seria de un ser amado Una lesión/herida de gravedad Un divorcio Tolerable stress refers to stress responses that could affect brain architecture but generally occur for briefer periods that allow time for the brain to recover and thereby reverse potentially harmful effects. In addition to their relative brevity, one of the critical ingredients that make stressful events tolerable rather than toxic is the presence of supportive adults who create safe environments that help children learn to cope with and recover from major adverse experiences such as death or serious illness of a loved one, a frightening accident, or parental separation or divorce. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

15 El estrés tóxico/crónico
Se refiere a la activación prolongada y fuerte de los sistemas del cuerpo para manejar el estrés por la falta de protección y apoyo de un adulto. Los ejemplos incluyen: La pobreza extrema El abuso físico y emocional La negligencia crónica y seria La depresión que perdura La violencia en la familia Toxic stress refers to strong, frequent or prolonged activation of the body stress management system. Stressful events that are chronic, uncontrollable and/or experienced without the child having access to support from caring adults tend to provoke these types of toxic stress responses. Studies indicate that such stress responses can have adverse impact on brain architecture. In the extreme, such as in cases of severe chronic abuse, toxic stress may result in the development of a smaller brain. Less extreme exposure to toxic stress can change the stress system so that responds at lower thresholds to events that might not be stressful to others, thereby increasing the risk of stress related physical and mental and illness. 2.Early, frequent, and intense stress tunes the brain to set stress regulation mechanisms at high levels. This often results in a child operating in a persisting fear state. 3.Disruptsbrain architecture and leads to stress management systems that respond at relatively lower thresholds and increases the risk of stress-related physical and mental illness. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

16 El estrés toxico/crónico y el estrés tolerable
Alarma Relajación Estrés tolerable Estrés tóxico/crónico Alarma Alarma Alarma Alarma Take a moment to consider on your own, then turn to a partner to share your thoughts, then large group discussion: What is this infant experiencing when under toxic stress? What expectations might the infant be creating about the world? How would this influence the infant’s perception of the world?

17 Ante la percepción de una amenaza de cualquier tipo (física, intelectual o emocional)
El cerebro: Pierde la capacidad de asimilar pistas sutiles. Se vuelve más automático y reacciona de manera exagerada. Es menos capaz de usar habilidades de “orden superior”. Pierde cierta capacidad de la memoria. It is important to realize the impact on thinking while under a perceived threat. Our fight or flight response takes over and we lose our ability to think rationally.

18 Los químicos en el cerebro
La capacidad de adaptarse al estrés esta controlada por un juego de circuitos altamente entrelazados del cerebro y por sistemas hormonales. El estrés produce hormonas ( por ejemplo: cortisol y noradrenalina) las cuales se convierten en señales químicas que son enviadas al cuerpo y al cerebro. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2005.

19 El estar expuesto al estrés por un largo tiempo produce cortisol, el cual…
Mata las células del cerebro. Disminuye el número de conexiones celulares. Disminuye el tamaño del hipocampo. Interfiere con la atención selectiva y con el pensamiento. Crea un comportamiento ansioso. Prolonged exposure to stress can lead to elevated levels of cortisol over longer periods of time. Long term elevation of cortisol can negatively impact a number of neural systems and even change the architecture of the brain related to learning and memory. High levels of cortisol can impair learning memory and the ability to regulate certain stress responses. Further, a child’s mental health is impacted by chronic stress or toxic stress – it is the child’s secure relationship with his caregiver that helps to regulate stress that occurs when the child is upset or frightened. However in the absence of a secure regulating relationship with his caregiver, the child may demonstrate higher stress hormone release when they are even just mildly frightened. One study showed that when physiological stress responses were measured in toddlers following a series of challenging events, the highest levels were shown by toddlers who were temperamentally inhibited (cautious) and were in insecure relationships with their mothers. For inhibited toddlers in secure relationships, the mother's presence helped to buffer the physiological effects of challenging events, and toddlers who were temperamentally uninhibited were not bothered by the challenges at all. Caregiver sensitivity provides support that better enables children to manage emotional challenges. Responsiveness of caregivers and the quality of early experiences can alter the development of neurobiological systems governing stress reactivity and emotion. When we feel threatened, our bodies respond in physiological ways – increased heart rate, blood pressure, release of stress hormones such as cortisol. With caring adults children’s responses return to baseline fairly quickly – when prolonged – disrupts developing brain circuits.

20 Areas del cerebro que son activadas en respuesta al estrés
The pre-frontal cortex is the CEO of the brain – regulates decision making, judgment, planning, reasoning, etc. Stressful experiences disengage the frontal lobes – over time this can lead to impulsive behaviors, because the brain is not operating from a place of reason. When stressed, the brain engages the subcortical areas including the thalamus, hippocampus, and brainstem mobilizes the body for action – this is the so called “fight or flight response” that prepares the body to respond to threat.

21 Preguntas para los grupos pequeños:
¿Cómo podrían los programas de cuidado infantil ayudar a los niños que se enfrentan con el estrés tolerable? ¿Como podría su programa apoyar a los bebés tiernos que están experimentando estrés tóxico/crónico fuera del programa de cuidado infantil? Break the participants up into small groups of 4-5 (depending upon the number of participants. Assign one of the above questions to each of the groups. Have participants chart their responses and then share back in the large group.

22 Las respuestas del cuerpo ante el estrés
Aumenta el ritmo cardiaco y la presión sanguínea Aumenta el ritmo de la respiración Aumenta el tono muscular Hipervigilancia Se desconecta de toda información que no sea crítica

23 El cerebro esta construido para conectarse
Los ambientes cariñosos, o la falta de ellos, afecta el desarrollo del los circuitos del cerebro. El apego seguro y cariñoso protege a los bebés tiernos de los efectos del estrés. El tocar con cariño y afecto a los bebés tiernos promueve su crecimiento y los ayuda a estar alertas. Mechanisms by which we become and stay attached to others are biologically primed and increasingly discernable in the basic structure of the brain.

24 Conectando neuronas, conceptos y personas: El desarrollo del cerebro y su implicaciones Por Ross A. Thompson, Ph. D. Actividad - Lectura en secciones: En silencio, cada participante leerá la sección asignada de la hoja informativa. Comparta con el grupo. Enseguida, identifique uno de los nueve puntos, lo cuál usted piensa que es lo más importante y explique el porqué. Assign 1-or 2 sections based on the number of participants present. Allow a few minutes for the participants to read their assigned section(s) before they share them aloud. After having heard all sections read, ask each participant to identify the one which they feel is most important and to share why they feel they are most important.

25 Las relaciones cariñosas protegen al cerebro
Take a moment to consider on your own, then turn to a partner to share your thoughts, then large group discussion: What is this infant experiencing? What expectations might the infant be creating about the world? How would this influence the infant’s perception of the world?

26 Puntos para recordar Las ventanas de aprendizaje son los tiempos o momentos cuando la aportación de cualquier clase de aprendizaje importa más. Las experiencias crean expectativas, las cuales alteran las percepciones. Los niños pueden manejar experiencias con un estrés moderado cuando existen relaciones consistentes y cariñosas. El cerebro esta equipado para crear relaciones, las cuales sirven como base para el aprendizaje. El desarrollo temprano depende de tener relaciones cariñosas en las cuales se pueda depender. The early years matter because the interaction between early experience and gene expression shapes the maturing architecture of the brain. The development of the brain incorporates experience, whether positive or negative, that shapes the brain’s capacities.