Brain development

International College of Technical Education. Head Office : Office # 27, Second Floor, Maryam Shadi Hall Plaza (Airies Plaza), Shamsabad, Murree Road, Rawalpindi, Pakistan 46000. Email : info@icollegete.com Contact : 051-8736681, 0311-5193625, 0092-335-4176949 The main goal of this course is to introduce students to early childhood education with emphasis on historical perspectives, theories, practice, and current trends and developments. Early childhood environments for children from birth through eight years of age will be studied.Early childhood is the most critical time for positive intervention. Children’s development during this stage is strongly affected by their environment, and that effect continues to exert a strong influence on the rest of their lives. It is of the utmost importance that educational and life skills programmes such as Aflatot also begin at this early stage.Children gather the building blocks of social and financial literacy even before they get to primary school. Much of what they know about planning, budgeting, saving, spending and using resources is based on their daily routine. Even before monetary concepts are learned, simple concepts such as making full use of available resources, i.e. ‘finishing one’s food’ or ‘buying only necessities’, are some of the daily realities that young children are exposed to that already relate to financial education.Preschool children are also developing time preferences, when they understand that there are times when it is better to wait for something rather than to have it now. Children as young as three years of age are exposed to the social values of giving and sharing, not just with gifts or tangible materials, but also with interaction with others. Other important life skills that are embedded in Aflatot include taking turns, making decisions, and setting goals. The first three years of life are a time of amazing growth and development. Based on research in neuroscience, this course explores the importance of early relationships and how they promote healthy brain development. Students gain in-depth appreciation and understanding this unique stage of life and a vision for high quality care and early education. Emphasis is placed on child observations, analysis and reflection as important components in the application of teaching practices in developmentally appropriate early childhood programs. Current understandings of infant/toddler mental health are used to support students understanding of infant-parent/caregiver attachment and the effects of trauma and stress in infancy.Explores supporting whole child development in the context of family, community, and culture. The benefits of parent-professional partnership, parent-support services, and family oriented culturally responsive teaching are emphasized. Strategies for supporting families by sharing early childhood development information, understanding families’ cultures and societal influences, connecting families with community resources, and examining current social policies that are impacting in-home and community-based child rearing practices are developed.

Respected Facing Problems Viewers ! Autism involves atypical brain development which often becomes apparent in behavior & social development before a child is three years old. It can be characterized by impairments in social interaction & communication, as well as restricted interests & stereotyped behavior, & the characterization is independent of any underlying neurological defects. This article uses the terms autism and ASD to denote classical autism and the wider dispersion of symptoms & manifestations of autism, respectively. Autism's theory of causation is incomplete It has long been presumed that there is a common cause at the genetic, cognitive, and neural levels for autism's characteristic triad of symptoms. However, there is increasing suspicion among researchers that autism does not have a single cause, but is instead a complex disorder with a set of core aspects that have distinct causes. Different underlying brain dysfunctions have been hypothesized to result in the common symptoms of autism, just as completely different brain problems result in intellectual disability. The terms autism or ASDs capture the wide range of disease processes at work Although these distinct causes have been hypothesized to often co-occur it has also been suggested that the correlation between the causes has been exaggerated.The number of people known to have autism has increased dramatically since the 1980s, at least partly due to changes in diagnostic practice. It is unknown whether prevalence has increased as well The consensus among mainstream autism researchers is that genetic factors predominate. Environmental factors that have been claimed to contribute to autism or exacerbate its symptoms, or that may be important to consider in future research, include certain foods, infectious disease, heavy metals, solvents, diesel exhaust,PCBs, phthalates and phenols used in plastic products, pesticides, brominated flame retardants, alcohol, smoking and as well as dust particles around Regards from' Akhtar Hayat (Ex PAF) Oxfordcadets Team' J Block Gulberg iii Lahore skype id oxfordcadets whatsap +92 333 4/6/3/3/ 9/9/0 updates on sms 342 37 25 1/2/9 for more information call on 333 4/3/4/9/5/2/2 and 307 4/4/7/7/9/9/0

Most Respected Viewers ! its all about the Types/ Risk / Factors / Symptoms / Screening Treatment & Prevention What Is Down Syndrome? Down syndrome (sometimes spelled “Down’s syndrome”) is a genetic abnormality. It is the most common single cause of birth defects in the United States This syndrome occurs because of an extra copy of chromosome 21. Your chromosomes contain your genetic material, & any problems with your chromosomes can cause serious physical and mental health problems Down syndrome causes lifelong developmental delays that can range from moderate to severe. It cannot be cured, but there are options. Down syndrome can be managed with educational interventions, specialized parenting techniques, and community engagement. These all can encourage a person with Down syndrome to develop life skills and social bonds, so that they can live a long (many Down syndrome patients live past the age of 50) and fulfilling life. Causes What Causes Down Syndrome? Down syndrome is e genetic disorder. TO understand how it happens, we first need to understand some basic genetics. In all cases of reproduction, both parents pass their genes on to their children. These genes are carried on chromosomes. When the baby’s cells develop, each cell is supposed to receive 23 pairs of chromosomes. Half of the chromosomes are from the mother and half from the father. In children with Down syndrome, one of the chromosomes does not separate properly. The baby ends up with three copies of chromosome 21 instead of two. This extra chromosome causes problems as the brain and physical features develop. Types Types of Down Syndrome There are three types of Down syndrome: Trisomy 21 Trisomy 21 means there is an extra copy of chromosome 21 in every cell. This is the most common form of Down syndrome. Mosaicism Mosaicism means there is an extra chromosome in some but not all of a child’s cells. Individuals with mosaic Down syndrome tend to have fewer symptoms. Translocation In this condition, children have only an extra part of chromosome 21. There are 46 total chromosomes. However, one of them has an extra piece of chromosome 21 attached. Risk Factors Will My Child Be at Risk for Down Syndrome? Certain parents have a greater risk of giving birth to a child with Down syndrome: women age 35 and older males 50 and older people with a family history of Down’s syndrome people who carry the genetic translocation Symptoms What Are the Symptoms of Down Syndrome? During pregnancy, there are no signs that a child will have Down syndrome. At birth, babies with Down syndrome usually have certain characteristic signs, including: flat facial features small head and ears short neck bulging tongue eyes that slant upward oddly shaped ears poor muscle tone A Down syndrome infant can be born a normal size. However development is twice as slow as for an unaffected child. There is usually some degree of mental retardation, but it is often mild to moderate. Mental and social development delays may mean that the child will have: impulsive behavior poor judgment short attention span slow learning capabilities Medical complications often accompany Down syndrome. These are caused by the extra chromosome. These may include: congenital heart defects hearing loss poor vision cataracts (clouded eyes) hip problems, such as dislocations leukemia chronic constipation sleep apnea (interrupted breathing during sleep) dementia (thought and memory problems) hypothyroidism (low thyroid function) obesity late tooth growth, causing problems with chewing Today, despite the medical and developmental delays, a child born with Down syndrome can live past the age of 50 (Mayo Clinic). Screening Screening for Down Syndrome During Pregnancy Screening is offered as a routine part of prenatal care in the United States. However, it is not required. First Trimester An ultrasound evaluation and blood tests can look for Down syndrome in your fetus. These tests are done between the 10th and 14th week of pregnancy. An ultrasound looks at the back of the baby’s neck, called the nuchal translucency. If there are problems with the baby’s development, more fluid collects in this area. Blood tests looks at the level of pregnancy-associated plasma protein-A (PAPP-A) and human chorionic gonadotropin (HCG). High levels of these proteins suggest a developmental problem. These tests have a higher false-positive rate than tests done at later pregnancy stages. If results are not normal, your doctor may follow up with an amniocentesis. In this test, an amniotic fluid sample is used to confirm the results. Second Trimester An ultrasound and quadruple marker screen (QMS) test can help identify Down syndrome and other neural tube defects. This test is done between 15 and 20 weeks. These tests measures four pregnancy-related factors: human chorionic gonadotropin (HCG) unconjugated estriol alpha-fetoprotein (AFP) inhibin-A If any of these tests are not normal, you will be considered at high risk for birth defects. Additional Prenatal Tests Your doctor may order additional tests to detect Down syndrome in your baby: amniocentesis: Your doctor takes a sample of amniotic fluid to examine the number of chromosomes the baby has. The test is usually done at 15 weeks. It carries a one in 200 miscarriage risk. chorionic villus sampling (CVS): Your doctor will take cells from your placenta to analyze fetal chromosomes. This test is done during the ninth and 14th week of pregnancy. It carries a miscarriage risk of one in 100. percutaneous umbilical blood sampling (PUBS): Your doctor will take blood from the umbilical cord and examine it for chromosomal defects. It is done after the 18th week of pregnancy. It carries an even higher rate of miscarriage, so it is performed only if all other tests are uncertain. Some women choose not to undergo these tests, because of the risk of miscarriage. They would rather risk having a child with Down syndrome than losing the pregnancy. Tests at Birth At birth, your doctor will: perform a physical examination of your baby order a blood test called a karyotype to confirm Down syndrome Treatment Treating Down Syndrome There is no cure for Down syndrome. However, parents can provide early intervention and opportunities to help their child with Down syndrome succeed. Early intervention programs promote a child’s learning. They offer the best chance for success. In these programs, special education teachers and therapists will help your child learn: sensory skills social skills self-help motor skills language and cognitive abilities Children with Down syndrome often meet age-related milestones. However, this may take up to two times longer than for other children. A team of physicians and specialists can help provide medical care and manage the medical complications. Because obesity can be particularly dangerous to the health of children with Down syndrome, it is important to encourage physical activity and avoid high-calorie foods. However, before beginning exercise or sports, the child’s hip, neck, and spine should be examined. It is important to teach children with Down syndrome about being independent and staying safe. Parents should establish a support network in the family and community. Learn as much as possible about your child’s condition. This can help you understand what it means as your child grows and develops. Many people with Down syndrome lead successful lives in their community. They often go to school, hold jobs, and become independent. Prevention Preventing Down Syndrome There is no way to prevent Down syndrome. You may want to speak with a genetic counselor: before having a child, to see if you are at risk if you already have a child with Down syndrome and are considering getting pregnant again Regards from' Oxfordcadets Team J Block Firdos Market Gulberg iii Lahore skype id oxfordcadets g mail oxfordcadets at g mail dot com whatsapp +92 333 4/6/3/3/9/9/0 Get Updates on + 92 342 37 2 5 129

Solution for Parents Child with iQ Skills Deficiencies ! Most Respected viewers' If you are a parent & unclear if ur child has learning difficulties, we recommend that you may call us to help you out and enable your beloved Child to Learn. It will help u understand if ur child has Learning Difficulties & which professionals' help you should seek. iQ Skills / Studies Base Deficiencies & Learning Difficulties & Disabilities in Children may be some of you have observed that sometimes there are apparently inexplicable blocks to learning which prevent intelligent children from reaching their potential in the classroom. The blockages can be so difficult to pinpoint that no-one is aware of the real problem. Consequently, the frustrated & withdrawn behavior which results is often blamed as the cause of the problem. And many times, the finger is pointed directly at ‘poor parenting’. The end result though, is that up to 20% of children are not achieving the academic results that their intelligence indicates they should be capable of achieving. What is Learning Disabilities ? The initials, ‘LD’ are used for brevity and stand for the term ‘Learning Difficulties’ or 'Learning Disabilities' The group of people with this problem are also referred to as having ‘specific learning disabilities’ a more correct term, because it also infers neurological disorganization. Learning Disabilities have been defined as a problem in the acquiring of developmental skills, academic achievement, social adjustment and secondarily emotional growth & development as a result of perceptual & linguistic processing deficits. Concepts in learning disabilities: Selected writings The term LD does not include children who are not learning because of emotional problems, sickness or poor teaching. Among a number of other terms used to describe the problem are minimal brain dysfunction, dyslexia, and attention deficit syndrome. Move to Learn chooses the term ‘Learning Difficulties’ to reflect the belief that the difficulties can be largely overcome. We use a learning process as a pyramid, for such children with basic skills being laid down at ground level & skills of increasing complexity being laid down as each successive layer is added. Learning difficulties are seen as misshapen stones which distort the structure of the whole pyramid, each stone affecting not only the stones next door to them but also those in the layers above’ By far the majority of children presenting with LD have problems in the area of integration. Complex tasks such as reading, writing and mathematics require quite sophisticated integrated neurological and physical activity and if a child is immature in this area, sophisticated activities will be stressful and slow at best. Close links have also been identified between the inhibition of primitive reflexes & the attainment of gross-motor milestones. Primitive reflexes play a crucial role in infant and pre-natal survival, but should be inhibited as a child moves through normal child development. If this doesn’t happen, they can seriously impact on academic learning. Needy may contact for Home Tutor & Disable children Studies Base Skills Recovery at 342 3/7 2/5- 1/2/9 Sir Akhtar Hayat Regards from' Oxfordcadets' Institute for Slow learning & Disables children with iQ skills deficiencies Main J Block Firdos Market Gulberg iii Lahore ! Whatsap 333/4/6/3//3/9/9/0 skype oxfordcadets