Epigenetics and child development
Epigenetics: the interaction between genes and environment.
There is a burgeoning body of research around epigenetics. What exactly is this and how important is it in the development of your child?
In every cell there is a nucleus. Inside the nucleus are chromosomes, threadlike structures which carry genes. On the genes are DNA-the chemical basis for hereditary. During development the DNA is influenced by chemicals marks- epigenome- which in turn are influenced by the environment and early developmental experiences. Genes can literally be switched on and expressed by the environment. The concept that genes are set in stone is long disproven. It is both nature and nurture that contribute to gene expression.
The genes children inherit guide their development such as height and temperament. However, the experiences a child has governs the epigenetic marks, determining whether and how the gene expresses information. The epigenome can be affected by loving, nurturing experiences or negative toxic living environments.
Four ways to build strong brains
The key to building strong brains from the beginning—helping children grow up to be healthy and to reduce the likelihood of negative epigenetic modification—is through supportive responsive relationships, stress reduction, strengthening core life skills, and providing a rich learning environment.
1. Stress reduction
Toxic living environments influence epigenetics. Stress can be toxic even to the very young. Learning how to cope with stress is an important part of childhood. The stress response can cause an increase in heart rate, blood pressure and cortisol. When supportive caregiver relationships are unavailable the result is a damaged and weakened systems in the brain architecture (the billions of connections between individual neurons across different areas of the brain) with lifelong consequences, such as increased risk of stress related diseases and cognitive impairment.
Three types of stress responses
a. Positive stress
This type of stress response is brief, resulting in increases in heart rate, and mild elevations in stress hormone levels. An example of positive stress would be the first day of school.
b. Tolerable stress
This is serious, temporary stress responses buffered by supportive relationships. For example, a loss of a loved one, natural disaster or frightening injury.
c. Toxic stress
This is where there is a prolonged activation of the stress response system in the absence of protective relationships. For example, severe neglect or abuse, caregiver substance abuse, and/or family economic hardship.
Toxic stress in children disrupts the development of the brain architecture and other organ systems. Resulting in an increased risk of stress related diseases and cognitive impairment.
Thus significant absence of caregiver responsiveness can cause lasting harm to a young child's development.
2. Supportive responsive relationships
Before we look at responsive parenting let's first consider the flip side, caregiver neglect.
The spectrum of caregiver neglect.
It is important to be mindful there is a spectrum of caregiver neglect and that not all neglectful behaviours of a parent or caregiver will elicit the same result.
a. Occasional neglect
Occassional neglect is not harmful and can in some ways be helpful for a child to learn to self sooth and entertain themselves, and explore the world. An example would be to leave your infant to play alone in their cot when they are awake.
b. Chronic under stimulation
Involves less interaction with parents but through intervention the brain can 'catch up'. For example, a parent who rarely plays with the child, does not read to their child, or provide activities or opportunities to regularly learn new skills both social and motor to help explore their world.
c. Severe neglect in family context
This includes long periods of inattention and lack of responsiveness such as not being fed or bathed. It also includes institutional settings such as orphanages.
Supportive responsive parenting
An environment which fosters healthy epigenetics is needed to help support positive gene expression. Research suggests this is is not the cotton wool, helicopter scanning, and roll the red carpet out parenting, despite best intentions. What then, will help your child's developing brain to interpret and experience their environment in a way that will assist in healthy gene expression—both physically and mentally?
It's really no surprise that healthy relationships with adults are the key to promoting healthy brain development, providing a buffering protection for children against stress. Parenting that provides assistance and emotional support boosts well-being, hope and confidence in their young. When a child is under stress, supportive responsive parenting buffers the stress response. This reduces the length of the stress response and the activation of the sympathetic nervous system and in turn assists as a protective factor in gene expression—epigenetics.
From the moment a child is born they require their primary caregiver to meet their needs—food, shelter, and nurturing through holding and comforting, appropriate eye contact and reciprocity of facial expression and gestures. Even before babies can talk they require appropriate responsiveness from their primary caregiver in a serve and return manner. For example, if your infant or child shows an interest in something, this is a serve. The return is when the adult responds in a supportive way.
Serve and return steps for brain development
1. Share the focus
Notice when your infant is interested in something and share this interest 'focus.'
2. Support and encourage.
When your infant or child is focused on something, you can provide a return of serve by saying a word of encouragement. For example if your child hands you a pretend cup of tea, a return would be to say 'thank you.' Even a facial gesture of acknowledgement is a return.
3. Name what your child is focused on.
For example, if the child points to or hands you a sultana you could say, 'You like those. That is a sultana.'
4. Take turns back and forth when interacting together in play.
This helps to build self control as they learn to wait and then respond.
5. Practice endings and beginnings.
Ever watched a young child walk away from something you are playing together? When they are very young they are giving you a signal they have finished a particular play. Follow their lead and let the play end and move to where they are picking up a new beginning. As your child develops you can talk about the ending and beginning. For example, 'We've finished with this game now...I can see you are starting something new.'
3. Strengthen core life skills
Core life skills include, but are not limited to, teaching your child the following:
Self-awareness.
Empathy.
Critical thinking.
Creative thinking.
Decision making.
Problem Solving.
Effective communication.
Interpersonal relationship.
4. Provide a rich learning environment
Providing a rich learning environment is made possible by being interested in your child's educational development. You can implement some of the following:
Read to them from the time they are babies—I'm talking about fabric or wooden books not Jane Eyre.
Provide a learning environment with books, toys they can manipulate such a Lego (of course), and out door activities.
Keep an eye on their academic attainment to make sure they are not overly lagging in their learning.
Be mindful of how much screen time they watch as opposed to physical activity, reading and socialising.
Provide a place for them to do their homework.
Model the importance of reading and learning.
Be focused on your child's education but not pushy expecting your child to be a brain surgeon when they are neither interested nor have the cognitive ability for this.
The key to building strong brains
The key to building strong brains in infants, is through supportive responsive relationships, stress reduction, strengthening core life skills, and providing rich learning environments. These four strategies can help generate positive epigenetic signatures that activate genetic potential in the developing child. The human brain, with all it's potential, is key to the development of the child, to help them grow up into confident and productive adults.
Reference www.developingchild.harvard.edu