Deprivation of

the Developing
Brain
Introduction to Research
Methods
December 7, 2016

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Abstract
This research paper displays the findings that the ability to stop
deprivation of the developing brain starts in the earliest years of brain
development. Emotionally, cognitively, and socially strong people have had
childhood experiences free of, or with limited adverse childhood experiences.
Toxic, and adverse experiences affect brain development negatively, and
make an impact on the brains ability to absorb, and adapt to lifes natural
obstacles, and changes. Fostering the developing brain, strengthens the
future of those children that will be adults living in, and running America in
social, and economic ways.
Introduction
The first five years of a childs life is the most critical time in their
development. In this time every negative, and positive experience, and
interaction helps to shape the brain as it develops. It has been said that
within the first five years of life, that this is when the brain is most
impressionable, and that plasticity is more present within the brain than it
ever will be. There is an increasing amount people that experience adverse
childhood experiences that are said to be a main source to why people
struggle with mental health illnesses when they are older. This is of great
importance because if we are not fostering the future of America, than we
will limit our opportunities to strengthen our society; socially, and
economically.

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Brain Development
The brains development occurs over ones entire life-span, constantly
adapting to the demands of everyday life. Although the brain reaches full
development by the time a person is twenty-five years of age, the plasticity,
with effort allows it to re-work its pathways, and fixate to the demands to
meet your means of survival. Over the first three years of ones life 80% of a
childs brains is develop, and by five years 90% of the brain is developed
(Lets Grow Kids, 2014). The parts of the brain that are forming from the
earliest stages of life are; the brain stem, cerebellum, cerebrum.
The brain stem controls reflexes, involuntary responses, and connects
the spinal cord to the brain. The cerebellum is between the brain stem, and
the upper brain which influences balance and coordination. The largest part
of the brain is the Cerebrum, which is involved in forms of processing such as
memory and learning. Outside the cerebrum is the cerebral cortex where
decision making is made. During the time that the brain is developing
synapses, or connections are beginning to form, and be pruned, and
ingrained into the pathways of their brains (Urban Child Institute, 2016).
These synapses, which are cells within the brain creating connections,
which help to process the information being stored (Janet Belsky, 2013).
When a person reaches two years of age they have more synapses than they
will ever have in their lives. Each time a child uses one of their senses;
seeing, feeling, tasting, smelling, or hearing these connections are made

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(Urban Child Institute, 2016). Once these connections are made, they
remain, and strengthen each time they are used. When connections are not
made between neurons within the brain they are eliminated with synaptic
pruning. By the time an individual is in their teens about half of their
synapses have been eliminated (Center on the Developing Child, 2007).

(Courtesy of Google
Images)
The picture above shows the amount of synapses an individual has at
the age of two, which then by adulthood they lose about half of them, and
the ones that remain only strengthen the more they are used.
The earliest time of brain development is immensely influenced by
genetics; directing new neurons and synapses where to harness themselves
within the brain, which creates the basic wiring of the brain (Urban Child
Institute, 2016). The brain creates more synapses than it needs so that it has
enough that can be activated when the brain receives input from its
environment. Input is made through the childs senses, which then

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strengthen with each use (Center on the Developing Child, 2007). These
synapses contribute to how optimally the brain functions, and processes
occurring in networks throughout the brain, and enrich learning, memory,
and cognitive functioning.

Neuroscience and Early Brain Developement

Any or all of the sciences, such as neurochemistry and experimental
psychology, which deal with the structure or function of the nervous system
and brain (Google).
In the interdisciplinary field of Neuroscience scientists such as Dr. Jack
Shonkoff, and Dr. Deborah Phillips have found that early childhood
experiences play an essential role in brain development. Neuroscientists use
technology that allows them to view patterns within the brain. Newer
technology has given a visual of patterns in the brain that are in relation to
positive, and negative experiences from the earliest years of brain
development.
In the first years of life, more brain development from the size, to
structure, and synapses inside are developed than within any other part of a
persons life. The growth is rapid, and the brain adapts easily, and processes
the information being absorbed at a great pace. At this point in life a childs

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brain is most vulnerable to the experiences that signal input which create
connections within their brains, and become what they know.
Neuroscientists have collaborated with neurobiologists, geneticists, and
social scientists to examine the effects that experiences have on brain
development, and the impact positive, and negative experiences have on
people as they navigate through development, and journey into members of
society. Neuroscientists continue to study the experiences on development,
and have found that human development is shaped by a dynamic and
continuous interaction between biology and experience. This meaning that
development is a mixture of nature, and nurture, they go hand in hand (Dr.
Jack Shonkoff, and Dr. Deborah Phillips 2000).
Building the brain begins during fetal development, where the brains
structure begins to form. Nature, or the genes that have been combined by
the mother, and father begin the basic development of the foundation of the
brain structure. Even then, nurture plays a role, with nutrition, and the
lifestyle in which the mother participates in while carrying the fetus. When
the then infant is born, the synapses within their brains begin to develop
when environmental factors send signals through neurotransmitters in which
help to create the pathways in the brain.
Neuroscientists are helping enforce the importance of early
experiences on the brain, and the impact it has on life-long development,
and overall functioning. From the moment of birth the brain is stimulated by
senses, which are signaled by experiences that are presented to them. From

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basic face to face interactions, to language development. All of the skills

gained, are built from literal experience while using one or more, or all of our
senses.
Foundation of Success
Within the first five years, while up to 90% of the brains development,
language, and social skills are developing, and emotional and physical health
is shaping (Lets Grow Kids, 2014). These become the foundation for
opportunity to achieve optimal functioning, and experiences throughout your
lifespan. The strength of these skills, and your overall health stems from the
experiences you have had, the lifestyle you have lived, the amount of
adverse childhood experiences you have experienced, and how much or how
little guidance you have been given in navigating through each experience
you have had, physically, emotionally, and socially.

(Courtesy of Center of the Developing

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The development of our cognitive, social, and emotional skills are at their
peak at the age of three, and start to dip back down after five years of age.
This shows the range in which we are rapidly absorbing, and storing
information that is basic to our overall survival, and our cognitive success in
the future.

Shaping the brain with strong cognitive, social, and emotional

experiences strengthens the foundation for lifelong learning, and skills
they need in order to be successful later in life. Dr. Jessica Holmes
(Middlebury College) states, harnessing and enhancing early childhood
experiences builds future members of society with the ability to make
decisions, with strong critical thinking, and problem solving skills,
enhanced work productivity, and have the ability to interact with others,
appropriately, and productively. When children are not receiving adequate
responses, or stimulation it can result in the child developing learning delays
or developing issues with their behavior.
Adverse Childhood Experiences and Brain Development
Adverse childhood experiences (ACEs) are potentially traumatic events
that have negative, lasting effects on the health and well-being of an
individual. A list of ACEs include but are not limited to:

Lived
Lived
Lived
Lived
Lived

with
with
with
with
with

a parent or guardian who got a divorce/separated

a parent or guardian that passed away
a parent or guardian that is or was incarcerated
anyone who was mentally ill or suicidal
anyone who had/has a problem with alcohol or drugs

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Witnessed a parent/guardian/other adult in the household behaving

violently toward another.
Was ever the victim of violence in the home or witnessed it within the
neighborhood
Experienced economic hardship; somewhat often, or very often.
(Nadine Burke Harris, 2014)

While experiencing or living through adverse experiences or lifestyles a

children suffer from having their stress-response system over-activated, and
the continuous activation changes the way the pathways in their brains are
developed (Nadine Burke Harris, 2014). When stress response chemicals are
consistently released because of ACEs, the toxic stress effects the rest of the
bodys development, and functioning. A study conducted by Dr.Vince Felitti,
and Dr. Bob Anda called the Adverse Childhood Experiences study
(Nadine Burke Harris, 2014).
The Adverse Childhood Experiences Study explored ACEs, and the
effects it has on peoples health, and overall success. Dr. Nadine Burke Harris
spoke of the research study that Vince Felitti, and Bob Anda conducted; this
involved surveying 17,000 adults about if they had had adverse childhood
experiences. Those surveyed were mostly; Caucasian, college educated, and
employed. The results of the study showed that 2/3 of the 17,000 people
surveyed were found to have experienced at least one childhood adversity.
87% of those people had experienced more than one ACE (U.S. Department
of Health and Human Services)
This study showed drastic findings, and evidence that trauma, and
adverse childhood

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experiences affect everything from physical health, mental health and

becoming a productive, and healthy member of society. The five things that
they discovered from the Adverse Childhood Experiences Study were;

Courtesy of
https://acestoohigh.com/
1. 2/3 OR 64% have had at least one
2. They cause early onset of chronic disease (Ex. cancer, heart disease,
and mental illnesses)
3. ACEs do not occur alone; if you have one, there is an 87% chance you
have 2 or more.
4. ACE score of 4 increases risk of emphysema/chronic bronchitis by
400%, and suicide by 1200%. With an ACE score of 6 or higher the
lifespan of this person is at risk of being shortened by 20 years.
5. Adverse Childhood Experiences are characteristics of people that make
up the sum of people creating costs in health care, emergency
response, mental health, and within the criminal justice system. ACEs
contribute to chronic, mental, economic, and social health issues.
The study shows the facts that living with adverse childhood
experiences take a toll on our lives entirely. Children have to learn their way

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around the world, and every obstacle, or lesson it presents in a different way
than children that are not living in a constant fight or flight state of mind.
The chemicals being released within a childs brain when under toxic stress is
damaging to their brains, as it fluids the free space over and over again,
killing off healthy brain cells that could have been nurtured, and
strengthened. As an adult, twenty years has been taken away from the life a
child that has been subjected with an ACE score of 6 or higher, because of
the lack of prevention, or taking action.
Fostering the Future of America
Neurobiology as well as in behavioral and social sciences, are using
the knowledge gained throughout research done to promote the wellbeing of
young children now which will help to better our future, and the future of all
American Societies. While fostering the future of America seems like an
impossible, and unachievable task the reality is that it starts at home. The
focus needs to be shifted to the brains that are developing right before your
eyes, by paying attention to your actions, living a healthier lifestyle;
promoting proper hygiene, being active, eating healthy, modeling positive
behaviors, and embracing more elaborate social skills, like empathy,
teaching emotional regulation skills.
Nurturing developing brains, and stopping deprivation starts with as
little as reading to, or talking to your children. Showing them appropriate
ways to respond to different situations, and make the best out of their

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circumstances. As simple as giving them someone that loves them, and

giving them someone to love in return. Seeing, playing, talking, singing,
are all things that help to signal the brain to harness the messages being
sent to it, so the information they are learning can be stored.
Children need to be offered quality Early Experiences that include
optimal opportunities quality care, and early Education. Their lives should
include safe and stable living environments; free from limited adversities.
They should also experience basic interactions daily; reading, playing,
talking, and Singing. Their physical health should be nourished by offering
nutritious which plays a role in building strong Mental, Physical, and
Behavioral Health (Vroom). These needs are basic to our own survival, and
easy to accomplish.
Conclusion
Children grow, and live their lives with what they know. In their
earliest years we are responsible for showing them how to be within
the world. We have only learned how to be one in society by what we
have been exposed to, and taught of how to navigate through the
experiences, circumstances, and hardships within our lives. We will only
be able to teach them what we know ourselves, and so the cycle
continues.
Our country is falling to pieces with the amount of people that are
facing adverse childhood experiences, due to the current living situations
within their homes, and the communities in which they live. Just in 2012,

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U.S. state and local child protective services received an estimated 3.4 million
reports of children being abused or neglected (U.S. Department of Health and
Human Services, Childs Bureau). If we start fostering the developing brain, it

eliminates the deprivation that is causing the revolving door that keeps
this vicious cycle going. People are struggling with poverty, mental
health illnesses, substance misuse, and physical health illnesses. When
people are faced with adverse lifestyles it steals the opportunities that
will allow them to live the most optimal life that they can, without them
even knowing those opportunities are there.
When it comes down to it, nurturing the brain in its earliest stages
of development is the only way we are going to strengthen, and foster
the future of America. The developing brains in our country are the
future of America. Giving them opportunities to reach optimal growth will
set them up for strength in all areas that are crucial for one to succeed in
their adult years; language skills, social skills, and their
emotional/physical health will thrive. Strength in these areas will
enhance our society socially, and economically.

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References
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New York, NY. Worth Publishers
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http://www.joinvroom.org/
Burke Harris, Nadine. (2014). How childhood trauma affects health across
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cts_health_across_a_lifetime?share=19391661a0
Center on the Developing Child (2007). The Science of Early Childhood
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m
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