Ages and Stages

Ages & Stages Main Page  |  Animations:   5-8  9-12   13-18  |  More Info:   5-8  9-12  13-18 |   Brain Research  |  Tips Table

Learning About the Brain

During the ages 2-12 the brain burns about 225% of the glucose that an adult brain does.  At full growth, it weighs about 3 pounds, contains about 100 billion neurons and is 78% water, 10% fat and 8 % protein. It needs energy! So as you work with children try to incorporate “brain” foods such yogurt, cottage cheese, eggs, fresh fruit, fish, leafy greens, wheat germ, chicken and lean ham. Carbohydrates might be quick, but they are not what the brain likes best. It also needs 8-12 glasses of water per day.

Learning happens when neurons connect and that happens during sleep. Connections increase with novelty or challenge, positive social bonding, feedback and practice.  The old adage “use it or lose it” is true for the brain. It destroys any neurons it does not use. So offer as many opportunities as possible to the children. Learn what peaks their interest and let them build on it! Problem solving is for the brain what physical exercise is for the body.  Challenge stimulates the brain; but it cannot be too far a reach. Positive social bonding means socializing with human beings, not flat screens. 

Some other tips to keep in mind as you work with children, or any age person for that matter, are:

• Use natural light whenever possible.
• Keep room temperature around 68-72 degrees.
• Let in fresh air; the brain needs oxygen, not carbon dioxide. So, avoid strong fragrances and burning candles.
• Play music which can stimulate the brain; but don’t overdo it.  50-60 bpm is good for learning; 10 minutes is tops.
• Incorporate physical exercise and social time.
• Reduce stress.
• Be aware that over stimulation may be harmful.  Plan in some “down” time, just sitting, thinking, listening to soft music, etc.

All of this information works for anyone. However, some interesting research surfaced in 1997 about the teenage brain.  While reviewing brain scans of teens, Jay Giedd, a neuroscientist at the National Institutes of Health, noticed changes where there should not have been any.  There was a thickening of the frontal cortex, the place right behind the forehead which governs motivation, judgment and reasoning.  This thickening meant new growth.  How could this be?  It was accepted brain science that the brain did all its growth between 0 and 3 years of age.  Any changes in the brain after that were “pruning”, cutting and refining connections of brain cells.  Giedd spent 6 months studying scans before he was convinced what he was seeing was accurate.  He published his findings and the world of adolescent brain science began.  And that was only 7 years ago!

Then, researcher Elizabeth Stowell at UCLA found there was an enormous loss of gray matter as the teen years progressed.  Thus, the growth that Giedd noticed in the early years was reduced by pruning throughout adolescence.  The adolescent brain was in constant, dramatic, structural change.

Now, researchers all around the world study how the teen brain works.  They study decision making, risk taking, emotions, sleep, alcohol, nicotine, relationships, gender differences and other topics.  It seems almost weekly another article is published detailing how differently the teen brain functions compared to young children or adults.  This may not be a surprise to those of us who have teens or work with them; but now science can back up what we believe on a gut level.

How can all this research help?  Perhaps using the subtitles of the final chapter in The Primal Teen by Barbara Strauch (2003), “On the Pathway to Maturity” can provide a map for negotiating relationships with teens.

• Recognize the Change<
• Adjust Expectations and Actions
• Provide a Dash of Foresight (not lectures)
• They’re Not Adults (“They have passion and the strength but no brakes and they may not get good brakes until 25.” Giedd)
• Plan for Risky Behavior
• A Chance to Sleep (Teens need 9 hrs.)
• Turn Down the Pressure Cooker
• For Teenagers, Awareness Does Help (Talk with them.)

References:

• DeBord, Karen. Brain Development. North Carolina Cooperative Extension Service. 1997
• Jensen, Eric. Amazing Brain Facts. 1997.
• Kagan. Brain-Based Learning Smart Card. 2001.
• Strauch, Barbara. The Primal Teen.  NY, NY: Doubleday. 2003