The Scientist in the Crib...what early learning tells us about the mind (1999, by Gopnik, Meltzoff, and Kuhl) reminds us as teachers, parents, and grandparents that the brain's pattern of growing and wiring is far from random and far from predetermined. How we interact with our babies and children (anyone for that matter) stimulates, shapes, and supports learning (making connections among sensory and cognitive data/experiences).
Similarly, lack of interaction leaves the brain to it's own devices. The authors alert us to this, "wiring depends on activity. The basic trunk lines are laid down, but the specific connections from one house to another require something more." (p. 186)
Brain cells spontaneously send out electrical signals. Babies reach for anything that catches their eye., turn their heads toward sound, recoil from something harsh to the senses. Cells that fire simultaneously get connected. The more frequently this happens, the firmer the connection. Babies make the sound "Ma. Mama smiles and claps and moves close to baby, smiling and encouraging. The connection is made. As adults encourage and reinforce such connections, babies learn the repertoire of communication skills that source their individuation as resourceful social beings in the world at-large.
Babies without such responsive environmental bonds, grow fewer brain cells, weaker connections, under enriched communication skills and sense of self. Their cognitive, emotional, and physical robustness is jeopardized "on hold" until they enter an enriched environment such as school, and the mindful observation of a professionally developed educator. But even children in school, returning each day to an under observant and under responsive adult, experiences the continual effects on their skill sets acquired in school.
Why? Because, "wiring depends on activity. The basic trunk lines are laid down, but the specific connections from one house to another require something more." (p. 186). Mastery of any new learning requires repetition (accurately) and reinforcement. Nothing good grows from neglect...except weeds, e.g.self absorption, sluggishness (lack of appropriate stimulation), hunger, boredom (a thirst for sense of connection), irritability, sense of victimization.
Whatever the sensory or environmental stimuli available is what the brain has to work with. The human face, voice, and communications are the most enriching stimuli we can offer the children in our lives. Babies and children DO NOT NEED expensive toys or supplies. Connection is what they need...sensitive observation and responsiveness to their needs and "growing edges" stimulates brain, cognitive, emotional, and spiritual growth. Kids receiving abiding interest, supervision, and mindful attention from their significant adults simply generate multiple blossoms like plants exposed to sufficient nutrients and sunlight.
...And CONNECTION!
Just as in the formation and development of personal relationships between and among human beings, it is so in the world of cells as well. "As cells signal to one another, they lay down these more permanent connections...Making these permanent connections is what brain cells live for. As a cell matures, it sends out multiple branches trying to make contact with other cells." (p.185)
The authors remind us that the favorite phrase of neuroscientists is Cells that fire together wire together. Please expand your applications of this truth in your relationship lives this week...initiate at least ten different conversations that will help you think through crucial implications in order to more resolutely expand, then transfer vauable new thinking and behaviors into connections with our lover, colleagues, brothers, daughters, golf buddies! "Evidently, even cells want to be in touch with others who respond to them." (p. 184)
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