In recent years some educators have spoken of the need to align educational practice with "brain research." To a considerable degree, they speak of the first few years of life as being a sensitive period for brain development, in large part because synaptogenesis, synaptic pruning, and myelination occur during this time. Respond to their line of reasoning by answering the following questions: a

Question

What roles do synaptogenesis, synaptic pruning, and myelination each play in brain development? b. To what extent are these processes exclusive to the first five years of life? c. Do any or all of these processes limit what children can learn once they reach age 5 or 6? If so, in what way(s)? If not, why not?

What will be an ideal response?

Answer 1

a. Synaptogenesis is a genetically driven process in which neurons spontaneously form a great many connections (synapses) with one another. Following on the heels of synaptogenesis is synaptic pruning, in which many of the previously formed but seldom used synapses fade away. In the process of myelination, many neurons acquire a fatty coating (myelin) that increases the speed and efficiency with which they can transmit messages.
b. Synaptogenesis occurs largely in the prenatal period and in infancy and the preschool years. Synaptic pruning begins in the preschool years but continues in some parts of the brain (especially in the cortex) throughout childhood and adolescence. A few neurons (those involved in basic survival skills) acquire myelin before birth, but myelination continues until late adolescence or early adulthood.
c. Synaptogenesis in the early years appears to be the result of genetic programming rather than the result of "stimulating" environmental experiences. Furthermore, synaptic pruning seems to be necessary for increasing the efficiency of the brain (when it comes to synapses, more is not necessarily better). And as mentioned in part b above, myelination continues into early adulthood. There is no evidence that the early years are a critical period for acquiring academic skills (reading, math, etc.). On the contrary, the brain retains considerable plasticity throughout much of the lifespan.