Many studies prove that children’s development embraces several steps, such as the biological brain forming where neurons are connected and external experiences kids are absorbed during their growth. Attitudes aiming at cognitive capacity expansion correspond to the division of micro-neurons in the brain that reacts to processes happening outside. All this implies that the children’s brains might be susceptible to external changes, as experience might affect their brain ability.
Referring to diverse studies analyzing the biological processes undergoing in the human body, it was detected that the human brain only weighs 25 % of what it will later on at birth. It embarks on developing throughout children’s lives that predisposes not only to biological alterations but also changes in kids’ personalities. By age six, the brain is 19% of its adult size. During that burst of growth, 600 neuron connections are formed every second, stimulating the development of the capacity to smile (2 months old), talk (1 year old), and dress oneself (3 years old) (CNN, 2014). During the process of growth, the brain is changed through experiences, such as learning to speak, taking the first steps, distinguishing colors and shapes, and forming personal thoughts and ideas. Everything that surrounds a toddler might shape their brain activities and process, such as discerning first words and repeating them, developing taste buds, and articulating first arguments. It is not accidental that everything a kid witnesses during their upbringing, they pick up and start replaying the behavioral patterns they have previously participated in, as first-hand experience provokes their development (Guerra et al., 2021). All these findings prove the suggestion the experience children are immersed in might affect the enhancement of brain activity.
References
CNN (2014). How baby brain develops [Video]. YouTube. Web.
Guerra, G., Tijms, J., Vaessen, A., Tierney, A., Dick, F., & Bonte, M. (2021). Loudness and intelligibility of irrelevant background speech differentially hinder children’s short story reading. Mind, Brain, and Education, 15(1), 77-87.