The Secret Life of The Baby’s Brain Documentary Reaction Paper The Secret Life of the Baby’sBrainFilm: https://youtu.be/h3BoUpMjY-Y?list=PLCnz0UALm61i0DsTe

The Secret Life of The Baby’s Brain Documentary Reaction Paper The Secret Life of the Baby’sBrainFilm: https://youtu.be/h3BoUpMjY-Y?list=PLCnz0UALm61i0DsTetDy4WvyEV6UwQbCyThis documentary film can be viewed here but clicking on YouTube. After viewing the film, write a reflective essay (3-5) pages in length, with 12 point font and 1 inch margins) about your own reaction to the film. Before you begin writing, review the section in your textbook, “Early Experiences and the Brain” that begins on page 6. How has your understanding of the importance of experiences during the infant toddler years changed or deepened? they
EARLY EXPERIENCES AND THE B
phys-
circuits
the child’s genetic makeup. If the womb is free of toxins and the mother is in a
ically and socially healthy environment, the brain will create its first neural
(National Scientific Council on the Developing Child, 2004). Both in the womb and
(or connections) correctly, producing the physical foundation for all later learning
after birth, the brain produces far more connections, called synapses, than will ever be
child has repeated experiences, such as seeing his or her father day after day, the
used. Each synapse is formed as the senses take in and register information. If the
child’s brain will strengthen the connections that have information and memories
about these experiences. If the child has an isolated, unemotional experience, such as
passing a stranger at a bus stop, the memory will be recorded; but after a while, that
circuit will be “pruned,” or lost from lack of use.
The development of the brain, which provides the physical circuitry for learning,
is determined by genetics, the presence or absence of toxins, and the child’s earlies
experiences (2004). One of the most well known, prevalent, and dangerous toxins is
lead, which, through intrauterine exposure or ingestion of lead paint, can signifi-
cantly reduce the fetus’s, infant’s, or toddler’s Mental Development Index (Hu et al.
2006). The external environment is not the only source of toxins, however. Brain
researchers have found that hormones produced by the mother’s emotions during
pregnancy can be extremely damaging to the formation of the child’s brain. The bod
ies of women who live in dangerous or chaotic situations produce high amounts of
cortisone and adrenaline. These hormones change the developing infant’s brain
structure, making the child hypervigilant to danger and damaging the capacity to
learn (National Scientific Council on the Developing Child, 2007). If the infant of
those same hormones
, which will inflict more damage on the developing brain
toddler then lives in a violent or chaotic environment, the child’s body will product
Our current understanding of learning and brain development has important
implications for teachers. Infants and toddlers need to be in safe environments
receiving appropriate nutrition, with affectionate, responsive adults. The child needs
to feel safe in order to keep his or her brain’s “hormonal bath” healthy. The aduls
need to help the young infant be calm and alert during his waking moments
Relationships as t
In order to pay attention to and learn from toys and
objects or interactions, infants and toddlers need to
manage—or regulate-their reactions to events, feelings, or
their own bodily experiences. As they gain control of their
bodies, with the help of adults, they then can spend more time
paying attention to the things around them (LeDoux, 2000;
Panksepp, 2000). Research is showing strong connections
between the parts of the brain that regulate emotion and those
that are involved with aspects of cognitive development such
as planning, problem solving, and decision making. Emo-
tions, when well regulated, support early learning processes;
however, emotions also can “interfere with attention and
decision making when they are poorly controlled” (National
Scientific Council on the Developing Child, 2004, p. 6).
ADULTS’ ROLES IN INFANT/
??
TODDLER LEARNING
Nurturing, caring, safe relationships with adults provide
the context that infants and toddlers need in order to learn.
When we talk about adults, we mean care teachers, home
visitors, parents, center directors, and others who interact
with the infant or toddler. Adults provide information abou
safety of a situation, about cultural values and roles, about he

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