Running​ ​head:​ ​YOUNG​ ​BRAIN 1

The​ ​Malleability​ ​of​ ​the​ ​Young​ ​Brain

Jonathan​ ​E.​ ​Porro

Stockton​ ​University

Author​ ​Note

Jonathan​ ​E.​ ​Porro,​ ​Elementary​ ​Education​ ​Major,​ ​Stockton​ ​University

Contact:​ ​porroj1@go.stockton.edu
YOUNG​ ​BRAIN ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​2

The​ ​Malleability​ ​of​ ​the​ ​Young​ ​Brain

A​ ​human​ ​baby​ ​is​ ​born​ ​with​ ​a​ ​brain​ ​that​ ​contains​ ​more​ ​neurons​ ​than​ ​it​ ​will​ ​ever​ ​have.

Throughout​ ​the​ ​first​ ​years​ ​of​ ​life,​ ​this​ ​brain​ ​will​ ​encounter​ ​a​ ​plethora​ ​of​ ​stimuli,​ ​many​ ​of​ ​which

will​ ​be​ ​prioritized​ ​or​ ​extinguished.​ ​These​ ​prioritized​ ​stimuli​ ​will​ ​be​ ​adopted​ ​by​ ​the​ ​infant,​ ​while

the​ ​less​ ​important​ ​ones​ ​will​ ​be​ ​forgotten,​ ​and​ ​become​ ​almost​ ​impossible​ ​to​ ​learn​ ​throughout​ ​life.

It​ ​is​ ​evident​ ​that,​ ​as​ ​the​ ​brain​ ​develops​ ​during​ ​the​ ​first​ ​years​ ​of​ ​life,​ ​positive​ ​and​ ​negative​ ​stimuli

from​ ​the​ ​environment​ ​and​ ​the​ ​role​ ​of​ ​adults​ ​in​ ​development​ ​can​ ​nurture​ ​or​ ​hinder​ ​future​ ​learning.

To​ ​begin​ ​to​ ​understand​ ​the​ ​importance​ ​of​ ​a​ ​stimulated​ ​development,​ ​one​ ​must​ ​begin​ ​with

the​ ​infantile​ ​stage​ ​of​ ​life.​ ​According​ ​to​ ​Erikson’s​ ​theory​ ​of​ ​Psychosocial​ ​Development,​ ​the​ ​first

year​ ​of​ ​life​ ​is​ ​when​ ​children​ ​learn​ ​to​ ​trust​ ​or​ ​mistrust.​ ​When​ ​children​ ​are​ ​born,​ ​their​ ​field​ ​of

vision​ ​is​ ​usually​ ​only​ ​one​ ​foot​ ​ahead​ ​of​ ​them.​ ​It​ ​is​ ​for​ ​this​ ​reason​ ​that​ ​their​ ​maternal​ ​care​ ​is​ ​the

most​ ​important​ ​for​ ​developing​ ​this​ ​feeling​ ​of​ ​trust.​ ​The​ ​bond​ ​a​ ​newborn​ ​baby​ ​has​ ​with​ ​its​ ​mother

is​ ​one​ ​that​ ​relies​ ​on​ ​a​ ​sense​ ​of​ ​security​ ​and​ ​knowing​ ​that​ ​nutrition​ ​will​ ​be​ ​provided.​ ​However,

mothers​ ​may​ ​experience​ ​postpartum​ ​depression,​ ​which​ ​“contributes​ ​to​ ​cognitive​ ​and

socio-emotional​ ​delay”​ ​(Kingston,​ ​Tough,​ ​Whitfield,​ ​2010,​ ​p.​ ​711-712).​ ​This​ ​condition,​ ​which

can​ ​occur​ ​during​ ​or​ ​after​ ​pregnancy,​ ​causes​ ​the​ ​mother​ ​to​ ​become​ ​emotionally​ ​distressed​ ​and

detached​ ​from​ ​their​ ​child,​ ​leading​ ​to​ ​negligent​ ​parenting.​ ​Batra​ ​(2013)​ ​claims​ ​that​ ​“this​ ​child

may​ ​be​ ​withdrawn​ ​because​ ​of​ ​a​ ​lack​ ​of​ ​stimulation,​ ​warmth,​ ​and​ ​reliable​ ​love,”​ ​(p.259).​ ​A​ ​baby

who​ ​is​ ​withdrawn​ ​has​ ​made​ ​up​ ​their​ ​mind​ ​about​ ​whether​ ​people​ ​can​ ​be​ ​trusted.​ ​In​ ​this​ ​case,​ ​they

make​ ​the​ ​decision​ ​that​ ​they​ ​cannot​ ​trust​ ​people​ ​to​ ​meet​ ​their​ ​needs.​ ​This​ ​outcome​ ​could​ ​have

serious​ ​repercussions​ ​on​ ​further​ ​education​ ​as​ ​they​ ​may​ ​develop​ ​a​ ​lack​ ​of​ ​empathy​ ​in​ ​the​ ​future.
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A​ ​person​ ​who​ ​does​ ​not​ ​understand​ ​the​ ​position​ ​of​ ​other​ ​people​ ​will​ ​find​ ​it​ ​hard​ ​to​ ​function​ ​in​ ​a

school​ ​environment,​ ​where​ ​they​ ​are​ ​forced​ ​to​ ​interact​ ​with​ ​so​ ​many​ ​different​ ​people​ ​daily.

​ ​A​ ​need​ ​for​ ​a​ ​stimulating​ ​environment​ ​is​ ​also​ ​crucial​ ​at​ ​this​ ​stage​ ​of​ ​life,​ ​as​ ​they​ ​are​ ​in

Piaget’s​ ​sensorimotor​ ​stage​ ​of​ ​cognitive​ ​development.​ ​In​ ​this​ ​stage,​ ​“children​ ​base​ ​their

understanding​ ​of​ ​the​ ​world​ ​primarily​ ​on​ ​touching,​ ​sucking,​ ​chewing,​ ​shaking,​ ​and​ ​manipulating

objects,”​ ​(Feldman,​ ​2012,​ ​p.​ ​349).​ ​ ​It​ ​is​ ​for​ ​this​ ​reason​ ​that​ ​one​ ​may​ ​see​ ​a​ ​baby’s​ ​crib​ ​decorated

with​ ​so​ ​many​ ​safe​ ​toys​ ​such​ ​as​ ​blocks​ ​and​ ​mobiles.​ ​These​ ​toys​ ​allow​ ​the​ ​baby​ ​to​ ​manipulate

their​ ​environment​ ​and​ ​learn​ ​about​ ​the​ ​world.​ ​The​ ​billions​ ​of​ ​neural​ ​pathways​ ​in​ ​the​ ​baby’s​ ​brain

are​ ​desperately​ ​trying​ ​to​ ​make​ ​connections​ ​before​ ​they​ ​die​ ​out,​ ​and​ ​this​ ​is​ ​the​ ​best​ ​way​ ​to​ ​do​ ​that.

There​ ​is​ ​also​ ​a​ ​need​ ​for​ ​response​ ​at​ ​this​ ​stage​ ​of​ ​development,​ ​and,​ ​although​ ​these​ ​objects​ ​do

plenty​ ​to​ ​stimulate​ ​the​ ​brain,​ ​they​ ​cannot​ ​get​ ​the​ ​most​ ​out​ ​of​ ​this​ ​opportunity​ ​to​ ​learn.​ ​Hence,​ ​the

need​ ​for​ ​parents​ ​to​ ​interact​ ​with​ ​their​ ​baby​ ​is​ ​just​ ​as​ ​necessary.​ ​One​ ​could​ ​sit​ ​a​ ​baby​ ​in​ ​a​ ​crib

with​ ​plenty​ ​of​ ​toys​ ​for​ ​a​ ​year​ ​and​ ​reap​ ​no​ ​benefits​ ​compared​ ​to​ ​the​ ​parent​ ​who​ ​takes​ ​the​ ​baby​ ​out

and​ ​communicates.​ ​Although​ ​they​ ​learn​ ​a​ ​lot​ ​by​ ​experimenting​ ​at​ ​this​ ​age,​ ​they​ ​also​ ​do​ ​a​ ​lot​ ​of

learning​ ​by​ ​seeing​ ​and​ ​hearing.​ ​A​ ​baby​ ​who​ ​is​ ​not​ ​interacted​ ​with​ ​will​ ​not​ ​develop​ ​necessary

neural​ ​pathways​ ​and​ ​may​ ​become​ ​non​ ​verbal​ ​and​ ​develop​ ​a​ ​mental​ ​disability.

In​ ​the​ ​next​ ​years,​ ​what​ ​is​ ​known​ ​as​ ​early​ ​childhood,​ ​Erikson​ ​theorizes​ ​that​ ​children​ ​will

be​ ​met​ ​with​ ​another​ ​conflict.​ ​Humans​ ​are​ ​innate​ ​explorers,​ ​and​ ​their​ ​need​ ​to​ ​observe​ ​their

environment​ ​is​ ​necessary​ ​to​ ​make​ ​a​ ​proper​ ​assessment​ ​of​ ​potential​ ​dangers​ ​and​ ​resources.​ ​When

children​ ​can​ ​walk​ ​or​ ​crawl,​ ​they​ ​roam​ ​around​ ​a​ ​lot,​ ​and​ ​a​ ​parent​ ​who​ ​accepts​ ​this​ ​will​ ​let​ ​their

child​ ​develop​ ​autonomy.​ ​The​ ​autonomous​ ​child​ ​will​ ​be​ ​more​ ​independent​ ​and​ ​will​ ​learn​ ​more

from​ ​their​ ​environment​ ​as​ ​they​ ​interact​ ​with​ ​everything​ ​they​ ​encounter.​ ​On​ ​the​ ​contrary,​ ​Batra
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(2013)​ ​states​ ​that​ ​a​ ​child​ ​who​ ​is​ ​constrained​ ​by​ ​adults​ ​and​ ​a​ ​factory-like​ ​school​ ​system​ ​will​ ​not

be​ ​able​ ​to​ ​explore​ ​and​ ​will​ ​lack​ ​self-esteem.​ ​Consequently,​ ​the​ ​child​ ​will​ ​be​ ​afraid​ ​to​ ​explore​ ​the

world​ ​in​ ​the​ ​future​ ​and​ ​will​ ​not​ ​be​ ​able​ ​to​ ​learn​ ​things​ ​that​ ​are​ ​outside​ ​of​ ​their​ ​comfort​ ​zone.

At​ ​this​ ​age,​ ​and​ ​until​ ​they​ ​are​ ​seven,​ ​a​ ​child​ ​will​ ​also​ ​be​ ​in​ ​Piaget’s​ ​preoperational​ ​stage.

Children​ ​in​ ​this​ ​stage​ ​think​ ​egocentrically​ ​(Feldman,​ ​2012).​ ​That​ ​is,​ ​they​ ​lack​ ​empathy​ ​and​ ​have

an​ ​almost​ ​solipsistic​ ​viewpoint,​ ​thinking​ ​of​ ​their​ ​perspectives​ ​and​ ​feelings​ ​as​ ​the​ ​only​ ​ones​ ​to

exist.​ ​For​ ​example,​ ​a​ ​child​ ​in​ ​this​ ​stage​ ​of​ ​cognitive​ ​development​ ​will​ ​tell​ ​a​ ​story​ ​to​ ​someone

without​ ​actually​ ​elaborating​ ​on​ ​details,​ ​not​ ​because​ ​they​ ​do​ ​not​ ​remember​ ​them,​ ​but​ ​because​ ​they

assume​ ​the​ ​person​ ​they​ ​are​ ​talking​ ​to​ ​already​ ​has​ ​their​ ​perspective.​ ​It​ ​is​ ​dangerous​ ​to​ ​carry​ ​this

mindset​ ​into​ ​adulthood,​ ​as​ ​solipsism​ ​does​ ​not​ ​compute​ ​with​ ​societal​ ​standards.​ ​If​ ​a​ ​child​ ​is​ ​not

taught​ ​about​ ​the​ ​virtues​ ​of​ ​empathy​ ​in​ ​this​ ​stage,​ ​they​ ​can​ ​become​ ​fixated​ ​and​ ​lack​ ​understanding

in​ ​secondary​ ​school​ ​and​ ​adulthood.​ ​This​ ​would​ ​make​ ​it​ ​incredibly​ ​difficult​ ​to​ ​work​ ​with​ ​others

and,​ ​hence,​ ​would​ ​cripple​ ​the​ ​ability​ ​to​ ​learn​ ​and​ ​communicate.

As​ ​a​ ​child​ ​deals​ ​with​ ​conflict​ ​of​ ​autonomy​ ​versus​ ​shame​ ​and​ ​doubt,​ ​they​ ​will​ ​progress

onto​ ​Erikson’s​ ​play​ ​age.​ ​This​ ​occurs​ ​during​ ​the​ ​ages​ ​of​ ​three​ ​to​ ​six,​ ​and​ ​introduces​ ​the​ ​issue​ ​of

initiative​ ​versus​ ​guilt.​ ​As​ ​children​ ​enter​ ​school​ ​during​ ​this​ ​age,​ ​they​ ​will​ ​be​ ​exposed​ ​to​ ​a​ ​more

diverse​ ​world​ ​and​ ​will​ ​try​ ​out​ ​different​ ​passions.​ ​It​ ​is​ ​important​ ​that​ ​adults​ ​let​ ​the​ ​child​ ​have​ ​the

necessary​ ​initiative​ ​to​ ​try​ ​new​ ​things​ ​and​ ​learn​ ​what​ ​they​ ​are​ ​good​ ​at.​ ​Again,​ ​having​ ​a

stimulating​ ​environment​ ​with​ ​a​ ​variety​ ​of​ ​options​ ​is​ ​crucial.​ ​For​ ​example,​ ​the​ ​play​ ​area​ ​of​ ​a

kindergarten​ ​class​ ​could​ ​have​ ​zones​ ​where​ ​kids​ ​build​ ​things,​ ​play​ ​doctor​ ​or​ ​teacher,​ ​or​ ​run​ ​a​ ​play

restaurant​ ​(Batra,​ ​2013).​ ​A​ ​child​ ​who​ ​is​ ​restrained​ ​by​ ​a​ ​uniform​ ​environment​ ​or​ ​controlling

parents​ ​will​ ​not​ ​be​ ​able​ ​to​ ​take​ ​initiative​ ​for​ ​their​ ​future​ ​and​ ​develop​ ​guilt.​ ​For​ ​example,​ ​a​ ​kid
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whose​ ​parents​ ​want​ ​them​ ​to​ ​grow​ ​up​ ​to​ ​join​ ​the​ ​family​ ​restaurant​ ​may​ ​feel​ ​guilty​ ​if​ ​they​ ​feel​ ​the

desire​ ​to​ ​play​ ​a​ ​doctor​ ​in​ ​a​ ​game.​ ​The​ ​kid​ ​will​ ​never​ ​know​ ​what​ ​it​ ​is​ ​like​ ​to​ ​be​ ​a​ ​doctor​ ​and​ ​will

likely​ ​have​ ​squandered​ ​their​ ​chance​ ​of​ ​pursuing​ ​a​ ​passion.

Around​ ​this​ ​age,​ ​it​ ​is​ ​also​ ​necessary​ ​for​ ​children​ ​to​ ​undergo​ ​what​ ​is​ ​called​ ​fear

conditioning.​ ​This​ ​is​ ​the​ ​process​ ​of​ ​learning​ ​to​ ​fear​ ​certain​ ​aspects​ ​of​ ​one’s​ ​environment.​ ​Not

only​ ​do​ ​children​ ​need​ ​a​ ​stimulating​ ​environment​ ​that​ ​conditions​ ​certain​ ​levels​ ​of​ ​cognitive

abilities​ ​and​ ​behaviors,​ ​the​ ​way​ ​they​ ​are​ ​conditioned​ ​also​ ​has​ ​a​ ​large​ ​effect​ ​on​ ​how​ ​they​ ​grow

and​ ​how​ ​they​ ​will​ ​learn​ ​in​ ​the​ ​future.​ ​A​ ​study​ ​conducted​ ​by​ ​Gao,​ ​Raine,​ ​Venables,​ ​Dawson,​ ​and

Mednick​ ​(2010)​ ​looked​ ​at​ ​how​ ​a​ ​lack​ ​of​ ​fear​ ​conditioning​ ​could​ ​lead​ ​to​ ​aggressive​ ​behavior.

They​ ​looked​ ​at​ ​many​ ​male​ ​and​ ​female​ ​children​ ​who​ ​had​ ​undergone​ ​appropriate​ ​fear

conditioning,​ ​and​ ​linked​ ​this​ ​to​ ​aversion​ ​from​ ​aggressive​ ​behavior​ ​in​ ​the​ ​future.​ ​It​ ​is​ ​not​ ​hard​ ​to

see​ ​why​ ​a​ ​lack​ ​of​ ​these​ ​negative​ ​traits​ ​would​ ​correspond​ ​with​ ​better​ ​learning​ ​in​ ​the​ ​future.​ ​A

child​ ​who​ ​is​ ​aggressive​ ​may​ ​tend​ ​to​ ​defy​ ​authority.​ ​This​ ​lack​ ​of​ ​respect​ ​will​ ​inevitably​ ​lead​ ​to​ ​a

disconnect​ ​between​ ​adults​ ​and​ ​the​ ​child,​ ​preventing​ ​them​ ​from​ ​learning​ ​valuable​ ​information.

During​ ​what​ ​is​ ​known​ ​as​ ​the​ ​school​ ​age​ ​(ages​ ​six​ ​to​ ​twelve),​ ​Erikson​ ​claims​ ​that​ ​children

will​ ​learn​ ​industry​ ​or​ ​inferiority.​ ​What​ ​this​ ​means​ ​is​ ​that​ ​a​ ​child​ ​will​ ​develop​ ​a​ ​“sense​ ​of

competence​ ​…​ ​[or]​ ​find​ ​[theirself]​ ​in​ ​a​ ​state​ ​of​ ​loss​ ​and​ ​weakness​ ​of​ ​the​ ​mind,”​ ​(Batra,​ ​2013,​ ​p.

263-264).​ ​Kids​ ​will​ ​either​ ​feel​ ​like​ ​they​ ​are​ ​becoming​ ​an​ ​intellectual​ ​with​ ​a​ ​skill,​ ​or​ ​will​ ​have​ ​no

passion​ ​and​ ​become​ ​almost​ ​catatonic.​ ​Here,​ ​the​ ​role​ ​of​ ​a​ ​teacher​ ​plays​ ​out​ ​more​ ​than​ ​that​ ​of​ ​a

parent.​ ​It​ ​would​ ​be​ ​the​ ​job​ ​of​ ​the​ ​teacher​ ​to​ ​create​ ​a​ ​classroom​ ​environment​ ​that​ ​stimulates​ ​the

young​ ​brain​ ​and​ ​plays​ ​on​ ​the​ ​strengths​ ​and​ ​weaknesses​ ​of​ ​everybody​ ​appropriately.​ ​If​ ​they​ ​do

not,​ ​students​ ​can​ ​develop​ ​an​ ​inferiority​ ​complex,​ ​which​ ​can​ ​prevent​ ​further​ ​participation.​ ​In​ ​the
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future,​ ​the​ ​person​ ​will​ ​not​ ​take​ ​the​ ​lead​ ​of​ ​anything,​ ​as​ ​they​ ​will​ ​expect​ ​the​ ​perceived​ ​superior

individuals​ ​to​ ​be​ ​the​ ​boss.​ ​Hence,​ ​the​ ​child​ ​will​ ​have​ ​failed​ ​to​ ​truly​ ​learn​ ​anything​ ​valuable

throughout​ ​their​ ​life.

This​ ​stage​ ​resonates​ ​with​ ​Piaget’s​ ​concrete​ ​operational​ ​stage​ ​of​ ​cognitive​ ​development.

In​ ​this​ ​stage,​ ​“children​ ​develop​ ​the​ ​ability​ ​to​ ​think​ ​in​ ​a​ ​more​ ​logical​ ​manner,”​ ​(Feldman,​ ​2012,​ ​p.

350).​ ​This​ ​will​ ​include​ ​an​ ​understanding​ ​of​ ​conservation,​ ​for​ ​example,​ ​which​ ​states​ ​that​ ​a​ ​given

mass​ ​will​ ​remain​ ​the​ ​same​ ​if​ ​it​ ​takes​ ​a​ ​different​ ​shape.​ ​A​ ​good​ ​prototype​ ​would​ ​be​ ​pouring​ ​a​ ​cup

of​ ​water​ ​into​ ​a​ ​taller​ ​glass,​ ​and​ ​a​ ​child​ ​having​ ​the​ ​ability​ ​to​ ​understand​ ​that​ ​it​ ​is​ ​still​ ​a​ ​cup.​ ​The

child​ ​is​ ​using​ ​logical​ ​thinking​ ​to​ ​understand​ ​constant​ ​volume.​ ​If​ ​logical​ ​thinking​ ​is​ ​not

encouraged​ ​through​ ​inquisitive​ ​conversations​ ​with​ ​peers​ ​and​ ​adults​ ​and​ ​a​ ​challenging​ ​classroom

environment,​ ​children​ ​will​ ​not​ ​be​ ​able​ ​to​ ​hone​ ​their​ ​skills​ ​and​ ​will​ ​fall​ ​behind​ ​in​ ​the​ ​long​ ​run.

Yet​ ​again,​ ​it​ ​is​ ​seen​ ​that,​ ​without​ ​necessary​ ​practice,​ ​a​ ​person​ ​will​ ​not​ ​be​ ​ready​ ​to​ ​jump​ ​into​ ​a

competitive​ ​workforce​ ​and​ ​learning​ ​will​ ​be​ ​severely​ ​limited.

Adults​ ​can​ ​be​ ​engaged​ ​directly​ ​with​ ​the​ ​natural​ ​social​ ​and​ ​cognitive​ ​development​ ​of​ ​their

children​ ​by​ ​engaging​ ​in​ ​mindfulness​ ​training,​ ​according​ ​to​ ​Zalazo​ ​and​ ​Lyons​ ​(2012).​ ​This​ ​is​ ​the

process​ ​of​ ​engaging​ ​kids​ ​in​ ​their​ ​own​ ​development​ ​by​ ​getting​ ​them​ ​involved​ ​in​ ​various​ ​exercises

and​ ​training​ ​that,​ ​not​ ​only​ ​allow​ ​development​ ​to​ ​take​ ​place,​ ​but​ ​may​ ​enhance​ ​it.​ ​They​ ​make​ ​the

claim​ ​that​ ​getting​ ​children​ ​into​ ​exercises​ ​appropriate​ ​for​ ​their​ ​age,​ ​such​ ​as​ ​three-minute​ ​aerobics

or​ ​five-year-olds,​ ​can​ ​help​ ​them​ ​become​ ​involved​ ​in​ ​their​ ​own​ ​development​ ​by​ ​teaching​ ​them

self-regulation.​ ​This​ ​makes​ ​sense,​ ​as​ ​teaching​ ​a​ ​child​ ​how​ ​to​ ​be​ ​responsible​ ​for​ ​their​ ​own

learning​ ​is​ ​an​ ​essential​ ​skill​ ​that​ ​is​ ​needed​ ​as​ ​they​ ​progress​ ​through​ ​their​ ​education.​ ​Although

this​ ​practice​ ​involves​ ​the​ ​cooperation​ ​of​ ​adults,​ ​it​ ​puts​ ​a​ ​lot​ ​of​ ​the​ ​responsibility​ ​on​ ​the​ ​children.
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Doing​ ​this​ ​at​ ​an​ ​early​ ​age​ ​will​ ​make​ ​responsibility​ ​seem​ ​normal​ ​and​ ​reduce​ ​the​ ​likelihood​ ​of​ ​a

child​ ​being​ ​burdened​ ​or​ ​forced​ ​to​ ​grow​ ​up​ ​by​ ​the​ ​constant​ ​responsibilities​ ​they​ ​will​ ​face​ ​in​ ​the

real​ ​world.

Even​ ​though​ ​a​ ​lack​ ​of​ ​stimulation​ ​is​ ​hazardous​ ​to​ ​a​ ​young​ ​mind,​ ​it​ ​is​ ​important​ ​to​ ​note

that,​ ​like​ ​any​ ​machine,​ ​the​ ​brain​ ​can​ ​easily​ ​be​ ​harmed​ ​by​ ​overstimulation.​ ​McDonnell​ ​(2002)

makes​ ​the​ ​claim​ ​that​ ​children​ ​are​ ​being​ ​overworked​ ​by​ ​a​ ​school​ ​system​ ​that​ ​is​ ​becoming​ ​more

test-focused,​ ​unstable​ ​homes,​ ​and​ ​parents​ ​with​ ​expectations​ ​that​ ​are​ ​too​ ​high.​ ​The​ ​best​ ​way​ ​to

raise​ ​a​ ​child​ ​is​ ​to​ ​let​ ​them​ ​gradually​ ​develop,​ ​and​ ​to​ ​be​ ​involved​ ​in​ ​a​ ​healthy​ ​way​ ​when​ ​needed.

However,​ ​competitive,​ ​international​ ​tests​ ​have​ ​shifted​ ​the​ ​focus​ ​of​ ​childhood​ ​from​ ​being​ ​a​ ​child

to​ ​being​ ​a​ ​well-oiled​ ​machine,​ ​capable​ ​of​ ​throwing​ ​down​ ​facts​ ​and​ ​trivia​ ​at​ ​a​ ​moment’s​ ​whim.

Schools​ ​are​ ​taking​ ​away​ ​recess​ ​and​ ​physical​ ​education,​ ​and​ ​teaching​ ​to​ ​the​ ​test​ ​while,​ ​“more​ ​and

more​ ​of​ ​these​ ​over-programmed​ ​kids​ ​are​ ​suffering​ ​from​ ​burnout,”​ ​(McDonnell,​ ​2002,​ ​p.​ ​23).​ ​The

brain​ ​has​ ​limits,​ ​and​ ​an​ ​unstable,​ ​overstimulating​ ​world​ ​that​ ​forces​ ​kids​ ​to​ ​grow​ ​up​ ​too​ ​early​ ​will

leave​ ​it​ ​in​ ​a​ ​constant​ ​panic​ ​mode.​ ​This​ ​counterproductive​ ​way​ ​of​ ​teaching​ ​kids​ ​only​ ​hinders​ ​their

ability​ ​to​ ​explore​ ​ideas​ ​and​ ​be​ ​innovative.

In​ ​conclusion,​ ​it​ ​is​ ​seen​ ​that​ ​a​ ​myriad​ ​of​ ​factors,​ ​whether​ ​social​ ​or​ ​cognitive,​ ​affect​ ​the

capability​ ​of​ ​a​ ​young​ ​brain​ ​to​ ​learn​ ​as​ ​it​ ​develops.​ ​As​ ​children​ ​develop​ ​into​ ​adults,​ ​they​ ​need​ ​to

be​ ​able​ ​to​ ​independently​ ​explore​ ​a​ ​stimulating​ ​environment​ ​and​ ​reap​ ​the​ ​benefits​ ​of​ ​the​ ​negative

or​ ​positive​ ​aspects​ ​of​ ​it.

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References

Batra,​ ​S.​ ​(2013).​ ​The​ ​Psychosocial​ ​Development​ ​of​ ​Children:​ ​Implications​ ​for​ ​Education​ ​and

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doi:10.1177/0973184913485014

Gao,​ ​Y.,​ ​Raine,​ ​A.,​ ​Venables,​ ​P.​ ​H.,​ ​Dawson,​ ​M.​ ​E.,​ ​&​ ​Mednick,​ ​S.​ ​A.​ ​(2010).​ ​Reduced

Electrodermal​ ​Fear​ ​Conditioning​ ​from​ ​Ages​ ​3​ ​to​ ​8​ ​Years​ ​is​ ​Associated​ ​with​ ​Aggressive

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Feldman,​ ​R.​ ​(2012).​​ ​Essentials​ ​of​ ​understanding​ ​psychology,​ ​10th​ ​ed​.​ ​Portland:​ ​Ringgold,​ ​Inc

Kingston,​ ​D.,​ ​Tough,​ ​S.,​ ​&​ ​Whitfield,​ ​H.​ ​(2012).​ ​Prenatal​ ​and​ ​postpartum​ ​maternal

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Human​ ​Development,​ ​43​(5),​ ​683-714.​ ​doi:10.1007/s10578-012-0291-4

McDonnell,​ ​K.​ ​(2002).​ ​The​ ​Hurried​ ​Child.​ ​New​ ​Internationalist​,​ ​(343),​ ​22.

Zelazo,​ ​P.​ ​D.,​ ​&​ ​Lyons,​ ​K.​ ​E.​ ​(2012).​ ​The​ ​Potential​ ​Benefits​ ​of​ ​Mindfulness​ ​Training​ ​in​ ​Early

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