Brain Growth Development for Tender Age-myassignmenthelp.com

Question: Wirte about theBrain Growth Development for Tender Age. Answer: Introduction The brain of children and the early adolescents often experience massive growth while at the tender age. At six years most children have estimated 90-95% of adult size, however with such tremendous growth the brain further still wants further remodelling before it fully functions to its maximum capacity. The remodelling of the brain usually happens intensively at the adolescence stage and continues into the mid 20s, (Gogtay et al 2004). Other brain components happen before puberty and other continue long thereafter. Adolescence is marked with a period of tremendous growth among children, (Polan Taylor, 2003). The unused connectors usually in the thinking process or the grey matter are often pruned away while strengthening of other connectors goes underway. In this way the brain become effective in its functioning. The pruning effect normally begins in the back of the brain, (Aljabar et al 2008). This essay will look into the mental behaviour growth patterns of the early adolescent c hildren and their behaviour patterns as observed in educational settings. Behaviour Growth Patterns for children Studies conducted have shown great insight into the child hood behaviour patterns among children. Cognitive development among children has been an important concept which remains to resourceful in understanding insightful activities in early years. Infants have been found to engage in behavioural learning concepts such as speech learning which they hear en-route to developing concrete knowledge of language, (Lemelin et al 2006). Infants and toddlers have been found to derive implicit theories which explain these behavioural actions. These theories have formed the foundational learning processing behaviour growth patterns. The theories which explain these behaviour growth forms the foundation for learning process and the understanding of the complex world, (Cote et al 2013). Infants experience cues for communication learning behaviour to what is being done and they tend to learn from them. Many young early childhood children and young adolescences often rely much on what they learn from others which dictates their well being. This at times happens during pre school years which provide them with basic information to learn their environment. The built connections and social relationships to cognitive development have been consistent with brain development and how it develops the behaviour patterns, (Poulton 2009). Research has shown that the engagement which young children go through cannot be reflected in their behaviour displays. Behaviour pattern association have been established in child care centres, (Adi-Japha Klein, 2009). Children attending child based care centres have been predicted to have higher cognitive ability. Further cognitive scores among the home based care were lower. Thus literature has suggested influential aspects in child care behaviour patterns which have been found to have impact on the cognitive development among children as they enter into early adolescents stage, (NCCR 2005). Expected observed behaviour in education settings Children have been found to understand their own world and perceive it, influenced by it and act on it. This in turn has shown that the world shapes the child, (Cooper et al. 2000). This a perfect illustration on the role of nature within which the child is being nurtured and developing their own behaviour patterns. Longitudinal studies conducted have shown that behaviour changes and patterns and personality traits are formed during the formative stages of growth, (Flannery et al 2008). Early child hood learning centres have served as the physical environment which the adults and young children spent. This environment influences how the children feel on their interactions related with the physical setting. Expected behaviour patterns which translate into adolescent hood include; Psychosocial behaviours These behaviours often manifest it through emotions, behavioural patterns and mental performances. Children this age are expected to be anxious, aggressive, physical disruption and relationship establishments with other children through creating friendship and often being disrupted full, (Nansel et al 2001). As the children progress towards adolescence they tend to be more sober and relaxed after understanding their environment. Habit disorders Children at this age in school settings will often display thumb sucking, nail biting, air swallowing and putting pens and pencils in the mouth, body rocking which is characterised by hitting and biting themselves and other pupils. With progress to adolescence the children are expected to behave more decent, with habits of thumb sucking already left behind, this habit disorders are expected to be alienated as the brain development distinguishes issues and things. Anxiety behaviour patterns Development of children is often formed from the environment which they are in. The young children will always fear other pupils in school and enter into socially disable states. Others will develop school phobia as it occurs in 1-5% of children and is linked to being anxious,(Pettit et al 2001). As the growth development progresses it is expected that the adolescents will be cognisant of their peers and interact freely with them. School phobia behaviour patterns will be delineated as they will understand the essence of them being in classrooms and schools. Disruptive behaviour patterns Many behaviour patterns among children have been shown to undesirable but occur at early stage development and have been termed pathological. Expected practices at this stage are temper tantrums and breath holding which often result from anger and frustrations. it is expected as the brain maturity is being encountered these behaviours will be ceased and they will behave well in school and in class amongst their peers and colleagues. Attention deficit behaviours These behaviours are characterised by poor ability to manage school tasks. Common practices which characterises this behaviour include careless mistakes at school, lack sustained mental effort and impulsiveness, thus creating interruptions at others, (Anonymous,2011). This must be identified and provided the needed diagnosis attention possible. However when this is not recognised early children will develop this behaviours till their adolescents age which might bring other challenges later in life. Conclusion Early childhood has remarkably been characterised by hooks and educational toys which leave positive copies on the brain which is well incepted into late teens as shown by research. The stimulation of the mental part children get at around age four, are characterised with language condition and language development. Behavioural patterns of children have been well studied and established. Many children shape their mental growth ont the environment which they are exposed to. Educational settings have served as the best environment which various social and psychological learning process of early childhood stage among children is encountered. References Aljabar, P., Bhatia, K. K., Murgasova, M., Hajnal, J. V., Boardman, J. P., Srinivasan, L., ... Rueckert, D. (2008). Assessment of brain growth in early childhood using deformation-based morphometry. Neuroimage, 39(1), 348-358. ATTENTION-DEFICIT, S. O. (2011). 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