Core Concept #1: Experiences Build Brain Architecture--A Closer Look

Think a bit more about the process of building a house. It does not happen overnight, but follows a specific step-by-step process that is completed over time. First you get your blueprints; next you pour a solid foundation; then you construct the frame of the house from the ground up. Once you have a solid foundation and a strong framework for the house has been built, the specific details or "finish work" can be completed over time. If you were to skip any of these steps, or complete any of them poorly, the entire structure of the home would be compromised. Consider for a moment how this process relates to the development of brain architecture in young children. View the handout to learn more about Core Concept #1.

Experts agree that brains are constructed as time goes on, from the bottom up, much like the process of building a house. The process of constructing the basic architecture of the brain begins in utero, develops rapidly during infancy, and continues into adulthood. During the first few years of life, "simpler neural connections and skills form first, followed by more complex circuits and skills. In the first few years of life, 700 to 1,000 new neural connections form every second" (Center on the Developing Child, 2014b, para. 2). After this initial period of rapid brain growth, neural connections are reduced through "pruning" to allow brain circuits to become more efficient (Center on the Developing Child, 2011).

It is important to note that it is the ongoing interaction of genes and experiences that shape the developing brain of a child (Center on the Developing Child, 2014b, para. 4). A child's DNA provides the basic blueprint for the formation of brain circuits, but the circuits are shaped and "reinforced by repeated use" (para. 4). As a child experiences a variety of interactions with people and the environment, the child's brain architecture is being influenced, whether positively or negatively (para. 7).

Early experiences also shape the development of two very important brain functions: executive function and self-regulation. In an article entitled "Key Concepts: Executive Function" (2014c), the Center on the Developing Child describes executive function as "the mental processes that enable us to plan, focus attention, remember instructions and juggle multiple tasks successfully" (para. 1). Self-regulation is simply the ability to calm yourself, by yourself. There are many simple self-regulation strategies, such as taking deep breaths or counting to ten, that children can learn to calm themselves down when they are upset. Self-regulation is a very important skill that supports both learning and behavior over the course of a person's life.

The Center (2011) likens the mechanism of executive function to an air traffic control system at a busy airport. Consider how it must manage a daunting number of incoming and outgoing flights on multiple runways, coming in from all different locations around the world at one time. Similarly, the executive control function of the brain must continually prioritize and complete tasks, filter out distractions, set and achieve goals, and control a variety of impulses, all at the same time (para. 1)!

The Center's 2011 article further notes, "Acquiring the early building blocks of these skills is one of the most important and challenging tasks of the early childhood years, and the opportunity to build further on these rudimentary capacities is critical to healthy development through middle childhood, adolescence, and into early adult life” (para. 1).

According to the Center's article (2014c), executive function and self-regulation skills depend primarily on three types of brain function: working memory, mental flexibility, and self-control. These functions are interdependent and a level of synchronization must be present if they are to function. The article describes working memory as our ability to "retain and manipulate distinct pieces of information over short periods of time" (para. 3). For example, a child uses working memory when learning how to tie his or her shoes, and can retain and apply that knowledge to complete the task independently. Mental flexibility is what allows us to "sustain or shift our attention in response or to apply different rules in different settings" (para. 3). There are countless opportunities for a child to demonstrate mental flexibility throughout the day. When the child is engaged in a particular task and is given directions to stop, wrap up the current activity, and move to the next task, the child shows mental flexibility. Undoubtedly you have worked with children who struggle with such transitions. There are numerous simple strategies, such as providing "5-3-1-minute warnings," that parents and teachers can use to support success during transitions. Finally, the article defines Self-control as the ability "to set priorities and resist impulsive actions or responses" (para. 3). I'm sure you can think of many opportunities for children to demonstrate self-control in the setting in which you work.

The Center's (2014c) article notes, "Children aren’t born with these skills, but they are born with the potential to develop them" (para. 4) as they have positive interactions with the world around them. Sadly, the reverse is also true—their skill development can be severely delayed or impaired if they do not consistently get their needs met by a caring adult. If a child is repeatedly exposed to adverse environments resulting from neglect, abuse, or violence, the child may experience toxic stress. Toxic stress disrupts brain architecture and significantly impairs the development of executive function (para. 4). (Toxic stress will be discussed further in upcoming sections of the course.)

The Center's (2014c) article emphasizes society's responsibility in making sure that children have the resources to enhance these abilities early in life (para. 5). A synopsis of the report adds, "Adults can facilitate the development of a child’s executive function skills by establishing routines, modeling social behavior, and creating and maintaining supportive, reliable relationships. It is also important for children to exercise their developing skills through activities that foster creative play and social connection, teach them how to cope with stress, involve vigorous exercise, and over time, provide opportunities for directing their own actions with decreasing adult supervision" (para. 5).

The same report indicates that executive function skills "begin to develop shortly after birth, with ages 3 to 5 providing an important window of opportunity for dramatic growth" and that "growth continues throughout adolescence and into early adulthood," (para. 6), but the most critical time for development of executive function skills is during the preschool years.

To those of you working with preschool-age children: Do not underestimate the importance of the work you do! The executive function and self-regulation skills that your preschool students are developing right now are crucial for learning and development, enable positive behavior, and result in lifelong benefits for both the individual and society as a whole.