Neuroplasticity In Children

Neuroplasticity and Learning in Children

Neuralplasticity is a term derived from the Greek word “plastikos” meaning “to mold” used to describe the enduring change to the brain throughout an individual's lifespan. The human brain has an incredible ability to reorganize itself by forming new connections between neurons and new patterns of neural networks. One way to conceptualize the process is by comparing it to making an impression in a lump of clay. In order for the impression to appear in the clay, the shape of the clay changes as an item is pressed in. Similarly, neural circuitry in the brain must restructure in response to experience or sensory stimulus (Drubach, 2000).

Neuroplasticity includes several different processes that occur over

Neurogenesis is complete by five months, with the exception of the hippocampus, which continues to form neurons throughout life. After neurons are formed, they migrate along pathways formed by radial glial cells. These cells have unlimited potential but as they reach their destination, the interaction of genes, maturation and environmental influences, steer them toward their differing cell type. At their destination, they mature by growing dendrites to provide synapse surface area and extending axons to initiate synapse formation. Dendrites, which begin in utero, continue forming long after birth and lend to the formation of cerebral

Plasticity is the capacity of the brain to change with learning. Galvan (2010) explains that current findings suggest that normative development and learning or experience may not be the same. While development refers to the change in an organism as a result of growth, maturation, and experience, learning refers to the acquisition of a skill or gain of knowledge through study, instruction or experience. Research is showing that the two are inseparable and learning and development exist on a continuum. Further, research has shown that thinking and learning change both the brain’s physical structure and functional organization (Galvan, 2010). This advances current thinking that rather than a dichotomy between nature and nurture, there exists a complex interplay between the two that determine every single aspect of the development of our brains and the functions that our brains