The impact that negative stress can have on the hardwiring of the human brain has been well documented for more than seventy-five years (National Scientific Council on the Developing Child [NSCDC], 2012). The human brain contains neural circuits that are preprogrammed for attachment during the first six months of life when a bonding relationship should be developing between the infant and at least one significant adult (Newman, Sivaratnam, & Komiti, 2015). This initial attachment (typically with a mother figure) primes neurons to make synaptic connections with other neurons. This process reinforces the formation of neural clusters that enhance brain development. However, when healthy social and emotional attachments do not occur, synapses are eliminated through a process called pruning. (Berger, 1999). When neglect of an infant is persistent, the stress hormone, cortisol is released into the brain. Chronic exposure to the stress hormone during infancy creates a brain that is more susceptible to lifelong problems of physical and mental health, as well as decreased cognitive, language, social, and emotional development. In fact, chronic neglect causes more damage to the developing human brain than physical abuse (NSCDC, 2012).
Implications for Child Development Specialists
Early intervention can reduce the negative effects of chronic stress and neglect in infants when intervention is timely and appropriate (Center on the Developing Child at Harvard University [CDCHU], 2017). Therefore, Child Development Specialists can support families by teaching parents the back and forth interactions (serve and return) between an infant and adult that stimulate brain development and nurture healthy emotional attachment (Meltzoff, 2007). This includes responding appropriately and quickly to infant cues such as crying, cooing, babbling, or gesturing with eye contact, hugs, and echoing of the infant’s utterances and responding to cooing or babbling; allowing time for the infant to ‘reply’, (Berger, 1999).
Eye gaze and facial perception
Eye gaze and facial perception in infants is fundamental for the development of social competence (Grossman, 2013). Newborns have a distinct preference for the human face over any toy object. Infants prefer direct eye contact (Meltzoff & Kuhl, 2016). In fact, by three-months of age infants prefer smiling faces over neutral expressions and by five to seven months of age infants can distinguish between a smiling and fearful facial expression (Yrttiaho, Forssman, Kaatiala & Leppanen, 2014). By five-months infants can understand and follow an averted gaze in the direction of an object (Grossman, 2015).
Implications for Child Development Specialists
By understanding that infants can perceive and understand social interaction at such an early age, Child Development Specialists can teach families how to support the emotional and social development of infants that supports healthy brain development by:
• Making direct eye contact when interacting with an infant
• Smiling when eye contact has been made with an infant
• Smiling, making eye contact, and playing serve and return of echoing the utterances of an infant during routine times such as diaper changing and feeding
• Being aware of not averting your gaze from the infant because it can be perceived negatively if it appears that you are more interested in something else other than interacting with the infant. (Meltzoff, 2017)
References
Berger, E.H. 1999. “Supporting Parents with Two Essential Understandings: Attachment and Brain Development.” Early Childhood Education Journal 26 (4): 267-270.
Centre on the Developing Child at Harvard University. 2017. Toxic Stress. https://developingchild.harvard.edu/science/key-concepts/toxic-stress/
Grossmann, T. 2015. “The Development of Social Brain Functions in Infancy.” Psychological Bulletin 141 (6): 1266-1287.
Grossmann, T. 2013. “Mapping Prefrontal Cortex Functions in Human Infancy.” Infancy 18 (3): 303-324.
Meltzoff, A.N. 2017. Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind. In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 49-75, edited by U. Gowsami. Oxford, UK: Blackwell Publishing.
Meltzoff, A.N., & P.K. Kuhl. 2016. “Exploring the Infant Social Brain: What’s Going on In There?” Zero to Three 36 (3): 2-9.
Meltzoff, A.N. 2007. “Like Me: A Foundation for Social Cognition.” Developmental Science 10 (1): 126-134.
National Scientific Council on the Developing Child. 2012. The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain (Working Paper 12). www.developingchild.harvard.edu
Newman, L., C. Sivaratnam, & A. Komiti. 2015. “Attachment and Early Brain Development – Neuroprotective Interventions in Infant-Caregiver Therapy.” Translational Developmental Psychiatry 3 (1): 1-7.
Yrttiaho, S., L. Forssman, J. Kaatiala, & J.M. Leppanen. 2014. “Developmental Precursors of Social Brain Networks: The Emergence of Attentional and Cortical Sensitivity to Facial Expressions in 5 to 7 Months Old Infants.” PLOS ONE 9 (6): e100811.
