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Question: Hi, and thank you for this opportunity. I am a teacher and I'm interested in how milestone development correlates with neuro development. (Milestone dev is sometimes referred to as foundation skills and an example often discussed is what is happening in the brain when a child is learning to crawl.) There are heaps of milestones to be met so maybe you could just talk about how the brain is developing while the child is assimilating or integrating primitive reflexes and sensory processing? Thanks plenty.
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cara-bella commented on :
Thank you both, this is really fascinating. If I may re-cap: observable behaviours that have been identified as milestone development, are the outwardly display of modularisation in the brain of a child in his/her milestone development years?
Is it then safe to surmise that if we have a healthy brain, weaknesses in milestone development can be over come?
Lucy commented on :
As with anything to do with the brain, things are complicated! While in general observable behavioural milestones are related to this overall reorganisation/modularisation in the brain it’s not the case that a single milestone reflects the emergence of a particular module in the brain. (In that respect I would probably favour the term reorganisation over modularisation). In fact, what looks like a milestone – a sudden large qualitative change in behaviour, can actually be due to small continuous changes that are taking place.
With regards to your second question, in general yes I would say that weaknesses in milestone development can be overcome. The brain is so flexible that even if things don’t develop in a typical fashion then it can compensate for this in other ways. This doesn’t necessarily mean that it will happen on its own though – some external help might be needed to help guide that process of brain development.
Mark commented on :
just to add a caveat to Lucy’s message – some problems (e.g. cerebral palsy) won’t disappear. But there is great flexibility (we’d call it ‘plasticity’) in the brain so certainly worth supporting children to help them exploit this plasticity to minimise difficulties… but we need to sometimes accept that there are underlying neurological problems that will not be amenable to complete habilitation
cara-bella commented on :
More good info, thank you all.
Any opinions on brain based intervention programmes? I’ve worked with people with disabilities for 25 years now – I have a tool belt that consists of the best teaching strategies, behaviour therapies, and milestone/foundational skills development, but I’m keen to widen my scope to include neuroscience/neuro-education. Any recommendations for effectively scrutinising the vast amount of information out here would be greatly appreciated as well.
Lucy commented on :
In terms of the best way to scrutinise interventions yourself, there’s a great talk online by Dorothy Bishop that evaluates the Dore programme and fish oils as treatments for reading disorders, but has lots of useful general advice: http://www.slideshare.net/deevybishop/dore-programme-and-fish-oil-interventions-evaluation-14917027. I also really like the Best Evidence in Brief e-newsletter from the Institute of Effective Education which reviews new interventions: http://ieeyork.blogspot.co.uk/ and the ‘What Works Clearinghouse’ – a similar thing from the US: http://ies.ed.gov/ncee/wwc/