Brain growth during the first three years of life has received considerable attention from the press and the public in recent years. But a new article in Nature, a weekly science journal, may help end the debate over whether the early years are the only important or "critical" stage of neurological development.
By using magnetic resonance imaging, which produces images of the brain,
scientists from the University of California, Los Angeles, the National
Institute of Mental Health, and McGill University in Montreal have found
continuing structural changes in the brain through age 15, even though the brain
is already close to its adult size even before children enter school. "The
brain grows not as one piece, but in differential fits and starts for diverse
regions," said Kurt W. Fischer, a professor of education at Harvard University
and the director of the new Mind, Brain, and Education graduate program there.
"The Nature article shows the complexity of these growth patterns." The
researchers noted that during the early years, specifically from ages 3 to 6,
most brain growth occurs in the "frontal circuits" of the brain, areas involved
in the "organization and planning of new actions." But as children grow older,
the growth moves toward the rear to the areas involved in learning language and
understanding spatial relations. This growth rate, however, drops off sharply
once children reach early adolescence, the new research shows. To
child-development experts, the findings are further confirmation of what earlier
research and experience have long suggested. Paul M. Thompson, an assistant professor of neurology at UCLA and
one of the authors of the journal article, noted that another important finding
is that the regions of the brain involved in learning new motor skills, such as
athletics or playing a musical instrument, begin to lose tissue between ages 7
to 11. "There is key reorganization going on in the brain at that time," he
said. Jay N. Giedd, the chief of the child psychiatry branch at NIMH, added
that while children entering adolescence are at a higher risk for experimenting
with drugs and alcohol, this study shows that "this is the worst time to do
it." These findings also help to underscore that the early years are not the
only "window of opportunity," a term from research that many advocates began
using, experts say. The view that what happens
in a child's life during this period sets him or her on a certain pathway—and
that certain experiences that are missed during this "window" cannot be learned
later—is one message that resulted from the sudden emphasis on the early years,
which included a highly publicized conference at the White House. ("Clinton Announces 5 Child-Care, Early-Years
Initiatives," April 23, 1997.) Critics argued that such
statements were a misinterpretation of the science and that some child-advocacy
groups were picking and choosing findings from neuroscience to support their
causes. Matthew E. Melmed, the executive director of Zero to Three, a
Washington-based nonprofit group focusing on services for infants and toddlers,
said it is important for practitioners to look for consensus among scientists
and not just base policies on the findings of one researcher. "We were
initially intrigued by what some neuroscientists were reporting, and our
excitement level was maybe higher than it should have been," he said. "That was
a sorting-out process that we had to go through."
"For many years, it has been
observed that the facility in acquiring a second language, and to speak that
language without an accent, declines after the age of 10 to 12 years," said
Charles A. Nelson, a professor of child development at the University of
Minnesota in Minneapolis and the chairman of the Research Network on Early
Experience and Brain Development, a group sponsored by the Chicago-based John D.
and Catherine T. MacArthur Foundation and the James S. McDonnell Foundation of
St. Louis.
Advocacy Questioned
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© 2000 Editorial Projects in Education
Vol. 19, number 28, page 5