Question

A baby's early life experiences — seeing parents/educators' faces, hearing their voices, and being held — provide important sensory information that guides its developing brain pathways. Genes and the environment both exert strong influences during critical periods. Deprivation has many faces: the child who grows up in a home which is culturally and educationally unstimulating is handicapped by environmental deprivation; the child who is unloved and rejected by his parents suffers emotional deprivation; and the child who lives in residential care, for long periods or permanently, is deprived of normal family life. a. What happens to a child’s brain when they live in a deprived environment? (Page 110) b. Are the effects of a deprived environment reversible? c. What is the Neo-constructivist view of genes and the environment of a child? d. How can this information be used when working with children?

          A baby's early life experiences — seeing parents/educators' faces, hearing their voices, and being held — provide important sensory information that guides its developing brain pathways. Genes and the environment both exert strong influences during critical periods. 

Deprivation has many faces: the child who grows up in a home which is culturally and educationally unstimulating is handicapped by environmental deprivation; the child who is unloved and rejected by his parents suffers emotional deprivation; and the child who lives in residential care, for long periods or permanently, is deprived of normal family life. 

a. What happens to a child’s brain when they live in a deprived environment? (Page 110) 
b. Are the effects of a deprived environment reversible? 
c. What is the Neo-constructivist view of genes and the environment of a child? 
d. How can this information be used when working with children?

Added by Richard W.

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