Annoted bibliographies
[Annoted bibliographies]
Brain development in children
Brain development in children
XXXXXXXXXXAEDC XXXXXXXXXXBrain development in children. Aedc.gov.au. Retrieved from https:
www.aedc.gov.au
esources/detail
ain-development-in-children.
The article is published by the Australian Early developmental Census by the initiative of the Australian Government to enlighten the schools, communities, and the government policy makers about the developmental stages in children before the onset of their schooling years. It draws it ideas from the notion that a child
ain develops in the light of genes and the environment. The report gives a detailed description on the map of the development of the child’s
ain and the relationship they have with their families shaping it. The development of the
ain happens in the bottom up sequence so the foundation is laid and each acquired skills gets on the consecutive enhancement of next. The report gave key features of the all the stages in the development such as prenatal, 0-3 years, the school age and adolescence. The ante -natal stage usually has all the five senses staring to function. These experiences aid in the shaping of the nervous system and the
ain. They form the primary attachment behaviors. The next period is between the birth to up to three years which is indicated by rapid
ain development. It has the influences of the fostering relationships of family and the community. The
ain development here is defenseless against toxic stress. Stress is a trajectory of
ain synapses at comes of out of a positive and adaptive coping. They are evident at the
ain scan images that are used to study the synapses as they are naturally maximized at the age of four to eight without the presence of individual or physical stressors as the
ain at this stage is trying to gather information and makes connections between them. At the age of three a child is likely to have around 1000 trillion synapses or
ain connections. At the onset of adolescent it reaches to around 500 trillion. Everyday stress levels causes a little increase in the cortisol hormone levels that causes increase in heart rate. When this becomes long lasting the stress becomes toxic and cause negative impact on the growth of the
ain .The stressors can be abuse, neglect, parental mental illness, poverty, absence of affection and adequate housing. By the school going age children
ain has built up a solid foundation of 5 years and is at the prime of their learning age. It can be challenging for the children to make use of the learning environment if they lack optimal family environment, lack access to the proper community and childhood services. The last stage of human neurological development is the adolescence stage which is complex one with regards to the psychological and sociocultural development that affects the
ains. The
ain starts making connections that are habitually used as pruning of
ain circuits. When the children enter this stage after being neglected in the past on ones, they require intensive care and help to have a smooth transitioning into adults (AEDC, 2019).
Excessive Stress Disrupts the Architecture of the Developing Brain
XXXXXXXXXXShonkoff, J. P., Boyce, W. T., Cameron, J., Duncan, G. J., Fox, N. A., Gunnar, M. R., & Thompson, R. A XXXXXXXXXXExcessive stress disrupts the architecture of the developing
ain. National Scientific Council on the Developing Child, Working Paper, 3, 2014.
The main aim of the present article was to highlight the issue that the prolonged or excessive stress can cause serious damage in the building up of a healthy
ain in a growing child by the means of the effect of response systems on the behavior, learning abilities and the general wellbeing and to reflect and address the degree at which it effects the growth. The article is constructed in collaboration with the Harvard university aimed at the policy makers criticizing their outlook of ignoring such an important detriment in the physical and mental health the future generation. The authors start by categorizing the types of stress as positive, tolerable and toxic stress. The positive one is where the
ain has a mild reaction and the outcomes are usually learning a new skill or adjustment which is a part of life. This stress is healthy and makes a child understand and react to their su
ounding better and is a normal part of the developmental procedure. The hostile situations that initiate positive stress are the ones which give the child an opportunity to learn to control and manage a condition with a support of an adult. These create warm and safe relationships. The tolerable stress is the stress that is reaction towards bearable adverse conditions and has a probability to cause serious damage but usually the child copes with the stressor through time. These stressors may include death or chronic illness of a loved one, parental separation or a frightening incident. The nurturance and presence of an adult in this situation helps with the recovery. The toxic stress is the prolonged stimulation of the body stress. They are a result of unprovoked, unguided and lack of adult support .They is capable of
ain damage, especially during the early developmental years and lead to anxiety, fear and impulsive responses. This causes a wear and tear that leads to increase in the risk of stress related disorders. A well-adjusted
ain system that responds to the stress in a natural manner are quite essential for the healthy development of the neural system In childhood the neural circuit that deals with stress are malleable. The stress responses usually trigger a variability of neurochemical systems and hormones in the body such as the sympathetic-adernomedullary system and the hypothalamic pituitary-adrenocortical system. They produce adrenaline that is a response for acute stress and cortisol which not only is a natural stress inhibitor it also helps in coping with its effectively but if this activation of the hormonal systems happens at a regular pace it eventually can cause serious developmental consequences. These effects then last way past the exposure phase. Stress induced bodily functions cause the glucocorticoid receptor gene to alter the neuronal architecture and the myelin-based protein gene, hereby disrupting the gene architecture. These biological perspectives are not showing up in the official policies as the maternity and family leave across the globe do not show any financial or timely benefits that parents can spend caring for their child. There has been limited access to healthcare, social care and other amenities as per the number of children in the country.
Brain on stress: How the social environment gets under the skin
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XXXXXXXXXXMcEwen, B. S XXXXXXXXXXBrain on stress: how the social environment gets under the skin. Proceedings of the National Academy of Sciences, 109(Supplement 2), XXXXXXXXXX.
The present research article as published by the University of Illinois and describes affectivity the environmental stressors on the functioning of the human
ain. The paper aims for an educational analysis of the effects of the individual differences and behavioral responses in the perceived stress on the
ain by the means of the cu
ent studies and researches in the field of neuroscience and neuroendocrinology. The goal of the paper was to provide the neurobiological framework for the same. The main ideas of the articles dwells from the conceptual knowledge that stress is a state mind that encompasses both the mind and as well as body along with their inter relations. The
ain processes the ability to adapt to the chronic and acute stress by the means of interactions among the aggregate wear and tear or the allostatic load and overload that are assisted by the same factors that are essential for survival and response. The circuits of the
ain are plastic and are transformed by stress to alliterate the balance between mood, anxiety, memory, control and decision making. The Massachusetts medical society in the late 90s gave a info graphic representation about the
ain function while the protective and damaging intermediaries of the stress are being processed in the allostatic load and overload. It depicted the cycle of individual differences such as genes, developmental health and experiences directly affecting the perceived stress by the
ain in the presence of environmental stressors such as the neighborhood, home and work. The perceived stress here is accumulation of the perceived threat, helplessness and or vigilance. These factors in the case of a major life even gives rise to a behavioral response that is either an adrenaline fuelled fight or flight and or the personal ones smoking, drinking, exercise and dieting. The physiologic responses are the bodily responses, the body deals with the stressors by allostatic load. These if left uncared for develop into physical and mental health diseases such as hypertension, high blood pressure, cardiovascular and stress disorders. In the case of tolerable stress the allostatsis in due course of time turns into adaptation. The preventive measures towards the protection of the
ain damaging through life changing experiencing by providing better environmental facilities would be humane but are too farfetched as they are situational and unavoidable, the only mitigation that looks promising is treatment. The capacity of adult
ain plasticity shows efficiency with the top down techniques to for
ain to induce change, sometimes added with pharmaceutical treatments. The academic review showed the relationship between the toxic and tolerable stress and the negative early life occu
ences while balancing the mechanisms of
ain plasticity that occurs as a result of the positive ones. These positive experiences can the anything that adds meaning and purpose to life. These give rise to the feeling of wellbeing (McEwen, 2012).
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Stress though is a commonly used term, but the neurological concept signifies that it’s a trajectory of
ain synapses at comes of out of a positive and adaptive coping. Everyday stress levels causes a little increase in the cortisol hormone levels that causes increase in heart rate. When this becomes long lasting the stress becomes toxic and cause negative impact on the growth of the
ain. The age of schooling that is the ages above and from three till the child reaches adolescence is the prime time in human neurological development. This is the time period when the
ain is scheduled to learn and develop certain skills due the presence of wiring being in its initial stages. This is the time the child
ain is usually dedicated to the early schooling and the cu
iculum and the activities should be designed by keeping this fact in mind. . It can be challenging for the children to make use of the learning environment if they lack optimal family environment, lack access to the proper community and childhood services (AEDC, XXXXXXXXXXThe presence of environmental triggers can and should be controlled in a child’s life