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The first two years of an infant's life is both amazing and fascinating, with regards to the rate of physical motor growth as well as psychological and mental growth expansion of the brain. The reproductive cells consist of 23 pairs of chromosomes the functional components are referred to as genes and many of these human characteristics are inherited from recessive, dominant and sex linked genes (Kail & Wicks-Nelson, 1998). During the early development stages of life, infants become increasingly aware of their external surroundings by way of sensation and perception. These aspects include touch, taste and smell, sight and hearing all of which play an important role in the entire process of maturation and learning. According to the recent research studies in human development, children now develop physically at a more rapid rate than did children in past generations. This is largely due to better medical treatment, vitamins and improved nutrition (Vander Zanden, 2003).

The working components of a neuron contain the cell body, dendrites and axons which act as the center from which all information is received and transmitted throughout the brain. According to (Broderick & Blewitt), neurons are the "building blocks" of one's brain (2006, p.67). These building blocks are then connected to each other by pathways called synapses. During postnatal development these synapses are forming at a tremendous rate. This synaptic overproduction occurs at the same time the pruning of unused pathways occurs as well. These processes seem to be in direct opposition to each other. Apparently it is nature's way of ensuring that all possible pathways are explored.

Have you heard of the expression, the more you use it the better it will become? The same principle seems to fit the development and connection of synapses. Children who are exposed to an environment full of verbal enrichment coupled with warmth and care develop many viable and abundant pathways. Children who are under stimulated or raised in a non-nurturing environment tend to develop less possible pathways and have restricted development. This occurs when both experience-expectant and experience dependent input is denied and in both cases can lead to long-term and sometimes permanent damage.

References

Broderick, P. C., & Blewitt, P. (2006). The life span: Human development for helping
professionals (2nd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.
Kail, RV, & Wicks-Nelson, R. (1993). Developmental psychology. (5th ed.). Englewood
Cliffs, New Jersey: Prentice Hall.

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