Pre-Natal Development | Jungle Gym World Pretoria

SENSORY INTEGRATIVE DYSFUNCTION

Developmental delays and lack of developmentally appropriate experiences

The question most people seem to ask is: "Why". If we think in general terms about brain development, there are several phases where different aspects can adversely influence brain development.

Pre-natal Development

New knowledge about the vulnerability of the developing brain to environmental factors suggests that early exposure to nicotine, alcohol and drugs (in utero and in the post-natal environment) may have even more powerful and long-lasting effects on young children than was previously suspected (Shore, 1997:44). One of the theories about the influence of nicotine and other drugs on the developing brain is that when a synapse is activated (as in sensory input or output) neurons release more transmitters than they need and then re-absorb the excess at special receptor sites. The theory is that nicotine and other drugs interfere with the re-absorbtion process by blocking the re-absorbtion receptor sites. As a result, the neurons' "connection sites" are overflowed with leftover chemicals and may become over-stimulated (Shore, 1997:45).

Shore (1997:23) also explains that Rakic and his colleagues at Yale University have found that the developing cortex (outside folded layer - centre of higher thinking skills of the brain) is vulnerable to external influence virtually from conception. As the foetus' brain develops, different types of brain cells are placed in the appropriate places in the brain by sliding up ladder-like structures, the glial fibres. Influences like a virus infection, alcohol consumption, poor nutrition or use of drugs at a sensitive time could result in brain cells landing in "wrong" places. The brain destroys most of these cells but those that survive may cause neurological disorders like autism or schizophrenia at worse, or lesser neurological problems. This damage can happen as early as 14 to 30 days into conception. At this stage, many prospective mothers are not even aware of the fact that they may be pregnant.

Post-natal influences

The influence of the environment on early brain development has been extensively discussed in various articles in Kleuterklanke / Learning Years (see article in this edition). The influence of negligence or poor emotional support for the child through a variety of factors can all play a role in the development of the brain. Maternal post-natal depression, if it lasts longer than 6 months, can have devastating effects on the developing brain. A factor that could also have serious implications for babies' and toddlers' emotional development is the practice of instability and change in caretakers of the young child. Parents often place their child, become dissatisfied and move the baby to another daymother or crèche. It has happened that babies have been placed in 5 different care centres in so many months. This practice can cause permanent damage to the child's feeling of trust and ability to function within the socio-emotional environment. Accidents, serious illnesses, deprivation, molestation, and all the other bad things that continuously happen to children can all damage brain development and cause neurological disorders, not to mention the accompanying emotional and social scarring.

Lack of developmentally appropriate experiences

The importance of early interaction with the environment and people in the environment plays an extremely important role in the development of the different areas where the sensory information is processed. Babies, toddlers and young children use mainly movement, touching, tasting and smelling as a way to explore the world. The combination of the use of these senses in a variety of experiences, and the language used by emotionally important adults in the baby's and toddler's world, ensure that these experiences become part of the permanent structure of the brain. Without adequate opportunity to use all of these senses and to repeat these experiences many times, the processing areas of the brain will not be developed enough.

It is not sufficient to expose babies and toddlers to simple experiences. There must be progression of experiences and opportunities for the brain to learn. These opportunities must also be accompanied by adult language to help the brain make the connection between the experience and the appropriate language. It is also important in this regard to remember that there are times when babies and toddlers are more ready to do and learn new things. Take for instance the simple routine action of adding a variety of textures and tastes to a toddlers diet. If you wait too long you have just as many problems than introducing it too soon. It is not just a simple aspect of feeding. The brain has to register, experience and repeat a new experience with texture and taste and this must become part of the sensory input that will one day play a role in sensory integration. Movement is extremely important for sensory integration. The foundation for sensory integration is laid in the years between birth and two-and-a-half years old. The sensory integration, according to Gallahue (1989), really becomes a reality from 4 years old. Of course, this does not mean that we can identify children with sensory integration problems only from 4 years old, but it is from this age that the child is able to use all the senses to make a meaningful decision; whether this decision is to kick a ball or to draw a picture or play in the fantasy corner, or later in life to cross a busy street after judging correctly the speed and distance of oncoming traffic.

Looking at this very brief overview of factors that can influence the developing brain, we must bear in mind that as far as the brain is concerned there is always two sides to development. These two aspects of brain development have become an ongoing argument for many years, namely the balance between nurture and nature, between what is more important, the genetic potential of the brain or the environmental influences on the brain. A loving, interesting, supportive environment can do much to ameliorate debilitating factors in the pre-natal phase. It is also interesting to see that when we come to activities to help children integrate sensory information, many of these activities are normal activities you would expect to find in an enriched environment for any child.

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