The first five years in a child's life from birth to five years are crucial in his or her early childhood development. Specifically, the first five years of childhood development is essential because it promotes their healthy physical development and mental health. These two significant aspects of a child’s life are majorly nurtured by rich learning experiences, responsive parenting, and healthy lifestyle devoid of extreme pressures and stress. This paper will try to analyze an early childhood challenges case study of Emma, who is a bi-racial six years child whose mother is Caucasian and father, whom she has never met, is Filipino. Major adversities such as neglect, extreme poverty, abuse, and others can cause weak brain development architecture and create a permanent response to the stress of the body on high alert.
There has been a range of theories developed by scholars about the significance of healthy early childhood development on the foundation for a healthy, sustainable, and prosperous life of a child. Firstly, Chan (2015) states that the development of brain occurs over time from the bottom upwards. Consequently, the brain's underlying architecture is developed through a continuous process from birth through into adulthood. As a result, the early experiences of the child affect the quality of the brain architecture by creating either a fragile or a sturdy foundation for health, learning, and the behaviors that follow. For instance, as seen in Emma’s case, she depicted antisocial behaviors with other children, teachers, and even her birth mother whom she could run away from when she visited her. After a period of rapid proliferation where there is a growth of approximately 700 synapses every second, the circuit of the brain becomes more efficient ( E Nilsen, 2017) . At this stage, the sensory pathways such as those for hearing, basic vision, and cognitive functions develop respectively. Then, the synapses prune and proliferate to establish a more complex brain circuit.
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According to E Nilsen, (2017), the development of a child’s brain is affected by the interactive influence of experiences and genes. Consequently, the relationship between a child with the parents and caregivers in the society is a significant ingredient in a child's developmental process and is typically called the "serve and return" relationship. For example, Emma who is six years never got the chance to enjoy the “serve and return” relationship with her parents since her father was absent and her mother could neglect her leaving her in the high chair for hours without attending to her. Naturally, young children reach out for interactions through gestures, babbling, and facial expressions (Hodgson, Papatheodorou & James, 2014). In turn, their parents and caregivers respond with similar kinds of gestures and vocals. Regrettably, the brain does not develop as expected in the absence of such responses. This case is depicted in scenarios where Emma cannot complete tasks assigned to her while other children of her age could complete the tasks without significant challenges. This absence of the response can lead to disparity in behavior and learning.
A study done by the National Scientific Council on the Developing Child, Showed that the capacity of the brain for change decreases with age ( Chan , 2015). As a result, the brain is most flexible during the earliest stages of a child to accommodate a wide range of interactions and environments. However as a maturing brain becomes more specialized to accommodate more complex roles, it becomes less capable of adjusting to unexpected or new challenges. At this time of development, for instance, the brain starts to lose the ability to recognize other languages the baby has never heard. However, at this time, the opportunity to learn other complex words is still available, though it becomes difficult to change with time.
Rubio-Codina and colleagues (2016), state that throughout the life course, social, emotional, and cognitive capabilities are entangled because the multiple functions of the brain are highly coordinated and integrated. A strong foundation of human development is dictated by strong emerging cognitive capacities, which are in turn dictated by social competence and emotional well-being (Sims, & Brettig, 2018). As an example, Emma struggles to get involved in activities that require cognitive abilities; she even tries to catch a ball that is thrown to her by the teachers during physical education lessons. Success in school, community, and at workplaces is determined by cognitive-linguistic, physical health, emotional, and social skills during the early years of life.
Conversely, learning how to cope with stress is an essential aspect of a healthy early childhood development although, prolonged or excessive stress can be toxic to a young developing brain (Jenkins, 2014). Also, the human body activates several physiological responses such as the increase in blood pressure, stress hormones like cortisol , and heartbeat rate. According to E Nilsen (2017), a child learns to cope with stress and everyday challenges when supportive parents protect her, and in turn, her stress response level returns to baseline. For instance, when faced with a daunting task that she cannot complete as other children, Emma gets frustrated, starts crying, and walks away. This stress is called positive stress and is considered constructive stress that helps the child to cope with life ahead of her. When more severe eventualities face a child such as natural disaster, a frightening injury, or loss of parents; protection and guidance by caregivers can be quite helpful in mitigating the potentially damaging effects of stress hormones ( Chan , 2015).
Consequently, when the stress is adverse and prolonged without adult support, the experience might disrupt circuits of a developing brain and become toxic to the child. Also, toxic exposures during early childhood can have a cumulative toll on physical well-being, mental health, and learning capability. Therefore, the more adverse experiences in early childhood development, the higher the difficulties in development and other problems. Luckily, Chan (2015) asserts that early interventions by caregivers, parents, and teachers can prevent early adversity consequences especially before the age of two. Studies show that, in some cases, the following interventions are likely to be ineffective while they may be less likely to succeed in some instances. For instance, children who are placed in responsible foster families before the age of two showed a substantial increase in IQ and their brain activities. It is clear that in most cases a more effective intervention is the one provided as early as possible.
According to Jenkins (2014), d evelopment in children takes place in environments full of relationships that start at home, at school, with extended family members, and other members of the society. These relationships should be caring and stable for essential and healthy early childhood development. Research shows that children who grow in trusting and secure relationships with parents and caregivers experience low-stress hormone activation when frightened by strange events while those growing in insecure connections tend to suffer greater stress hormone activation when faced with adversities. Further, providing a responsive and supportive link to children early in life can reverse or prevent adverse impacts of toxic stress.
Research has proved that the first five years in a child's life from birth to five years are critical in his or her early childhood development. Specifically, at this stage, childhood development is essential because it promotes their healthy physical growth and mental health which are majorly nurtured by rich learning experiences, responsive parenting, and healthy lifestyle devoid of extreme pressures and stress. Unfortunately for Emma, she missed these essential links in her life like the opportunity to have a sturdy foundation for health, learning, and the behaviors that follow. As a result, she suffered anxiety and withdrawal from other children at school. This case of neglect interfered with the cognitive abilities whereby in school she lacked coordination in large-motor activities, and when playing in the gymnasium, she would randomly kick balls or run from place to place without sustaining a particular focus.
Furthermore, research suggests that the "serve and return" relationship between a child with the parents and caregivers in the society is a significant ingredient in a child's developmental process. Due to being neglected for long periods of time by her mother, Emma missed on this relationship to the extent of not being capable of recognizing her birth mother. Additionally, studies assert that a strong foundation of the development is dictated by strong emerging cognitive capabilities that are influenced by social competence and emotional well-being. In her early years, Emma did not have strong cognitive and linguistic skills while living with her birth mother. Conversely, lack of development of social and emotional skills during her early childhood life denied her the ability to focus attention to specific tasks and to complete the tasks assigned to her while other children her age could do so. Also, learning how to cope with stress is an essential aspect of healthy early childhood development. For instance, Emma had not been nurtured to deal with stress, and when faced with challenging tasks, she would start crying while walking away.
Research states that a child learns to cope with stress and everyday challenges when supportive parents and caregivers protect her, and in turn, her stress response level returns to baseline. When faced with more severe eventualities such as natural disaster, a frightening injury, or loss of parents, Emma would find it very difficult to cope with the situation. Numerous ways can help a child who has not had a sturdy foundation for early childhood development. First, by showing affection to them by recognizing their accomplishments. Second, helping them to learn patience by letting others go first. Third, making clear rules and sticking to them. Forth, by doing fun things together as a family to appreciate the care. Fifth, talk to them about school and friends, as well as helping them to develop a sense of responsibility by asking them to help with household tasks (Rubio-Codina, Attanasio & Grantham-McGregor, 2016) .
References
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Chan, M. E. (2015). Young Learners: An Examination of the Psychometric Properties of the Early Literacy Knowledge and Skills Instruments. Journal of Psychoeducational Assessment , 33 (7), 607–621. Doi: https://doi.org/10.1177/0734282915569436
Hodgson, S., Papatheodorou, T., & James, M. (2014). Monitoring and Evaluation of an Early Childhood Development Programmes: Implications for Leadership and Management. Management in Education , 28 (4), 144–148. Doi: https://doi.org/10.1177/0892020614550465
Jenkins, J. M. (2014). Early Childhood Development as Economic Development: Considerations for State-Level Policy Innovation and Experimentation. Economic Development Quarterly , 28 (2), 147–165. Do: https://doi.org/10.1177/0891242413513791
Rubio-Codina, M., Attanasio, O., & Grantham-McGregor, S. (2016). Mediating pathways in the socioeconomic gradient of child development: Evidence from children 6–42 months in Bogota. International Journal of Behavioral Development , 40 (6), 483–491. Doi: https://doi.org/10.1177/0165025415626515
Sims, M., & Brettig, K. (2018). Early childhood education and early childhood development: Do the differences matter? Power and Education , 10 (3), 275–287. Doi: https://doi.org/10.1177/1757743818771986
