Children differ in countless ways, and we see that every day. They learn differently, they respond differently to the people around them, and they have different interests and traits. Brain development, genes, and the environment all interact to shape each individual. Two scientists draw from their research expertise to explain, from their different perspectives, how children become their unique selves. What does a developmental psychologist have to say? And what is the developmental neuroscientist’s perspective?
A developmental psychologist’s perspective on what makes every child different – Stephanie Wermelinger
When I was asked this question, I immediately shared it with the people working in our research unit – it’s simply too big a question for one person to answer. While every person I asked had a somewhat different response, they all agreed on two points:
1) Development is diverse.
2) Despite this diversity, caregivers typically do a great job.
Children differ in how and when they learn different skills. They differ in the contexts in which they learn. And they differ in the amount and kind of support they receive. All of these factors contribute to making children different from one another.
In my research, I look at how the languages children hear and speak influence their development. For a long time, researchers in this field would compare bilingual children with their monolingual peers. We found interesting differences: Bilingual children adopt the perspective of other people more readily, are more empathetic, are better able to focus their attention, and use more informative gestures. More and more, however, we have come to realise that bilinguals are not all the same.
“Bilingual children adopt the perspective of other people more readily, are more empathetic, are better able to focus their attention, and use more informative gestures.”
Stephanie Wermelinger
Bilingual children differ in the languages they speak and when and how they are exposed to those languages. The languages bilinguals speak vary in the degree to which they differ from each other and in their prestige and associated cultures. We have shown that children who grow up speaking two languages are better than monolinguals at detecting and repairing misunderstandings. We have also found that children who grow up speaking two closely related dialects, German and Swiss German, are similarly adept at noticing and resolving misunderstandings. Development is diverse, and we are only beginning to understand the many ways children differ as they grow up.
Despite this diversity, caregivers typically do a great job. It isn’t easy sifting through the vast amount of information out there about raising children – whether it comes from experts citing studies or from parents-in-law with well-intended opinions. How can you give children everything they need for a “successful” life? How can you make sure not to mess up? It can be confusing, but at the same time rather simple: Being sensitive and showing love, warmth, and care are probably more important than any expert advice. At least, that’s our research unit’s expert advice.
A developmental neuroscientist’s perspective on what makes every child different – Réka Borbás
The human brain is one of the most complex structures in the universe. Although brain researchers have been trying to wrap their heads around exactly how it develops and functions, there are still many unanswered questions about this special organ. An average adult has 100 billion neurons, each of which can connect to 10,000 other neurons to form a breathtaking network of an estimated 100 trillion connections, called synapses. It is no wonder, then, that humans are such complex and diverse beings.
Our unique selves are already apparent at a very early age. Children who grow up in the same family or who even have the same genes, as identical twins do, can be quite different in their reactions, likes, and dislikes. While we share many commonalities, the brain can be seen as somewhat like a human fingerprint. Such unique personalities and brains develop because each child has different experiences – spending time with their friends, having different teachers, or participating in different sports. These non-shared environmental influences combined with individual personality traits can mean that even children growing up in the same family differ.
“Unique personalities and brains develop because each child has different experiences.”
Réka Borbás
When observing a group of children experiencing the same situation, we see many different reactions. Imagine a class of children welcoming a new classmate. Some children immediately approach the newcomer and ask them many questions. Others quietly observe from a safe distance. One child might assume the role of a leader and show the new kid how things work. None of these behaviors is inherently good or bad, they simply point to our diversity in thinking, feeling, and acting. But how do kids turn out so differently?
Some processes in the brain are predetermined, they are part of our “blueprint” or genetic makeup. Some of these processes happen in the womb. For example, the specialization of neurons. Other processes are dependent on experience; they only occur following a certain input.
After birth, a baby’s brain is exposed to a multitude of different stimuli in their new environment outside the womb. The brain rapidly learns new things, helping the infant understand their surroundings and allowing them to interact with it. Caregivers are crucial role models, guiding an infant’s first steps as they learn about the world through the caregivers’ actions and reactions. When confronted with something new, children often direct their attention to their parents to see how they react.
Genes and the environment also interact to help or hinder the development of certain skills. For example, a child with an inherent talent for playing the violin is unlikely to become a violinist if they are never in an environment that encourages playing music. On the other hand, a less innately talented child who has an enthusiastic music teacher, instruments at home, and parents who listen to classical music might become a successful musician if they are interested in learning to play an instrument.
As children learn to speak, ride a bike, or play the violin, major changes take place in their brains. Learning and novel experiences can lead to changes in the activity of corresponding brain regions. This way, repeated experiences may even lead to differences in the structure of the corresponding brain regions or the network of regions involved.
If we think back to the child who becomes a musician, many connections are built in their brain to support the specific hand-eye coordination needed to produce music, link musical notation to tones or memorize pieces. But these connections might not be particularly useful for someone who never plays an instrument. It makes sense to strengthen and support the neurons and connections that are needed most frequently. We have to “use it or lose it” – the brain builds new pathways and adapts to changes throughout life, including adulthood, but it also eliminates connections that are no longer in use or essential.
“The brain builds new pathways and adapts to changes throughout life, including adulthood.”
Réka Borbás
Ultimately, the preferences, skills, and difficulties children develop depend on their biological makeup as much as on their inherent strengths and weaknesses, the people, places, and opportunities they are surrounded by, and the interactions among these factors. During childhood the brain is especially flexible and can adapt to many challenges. When children invest time and effort in activities that are important to them, it helps to shape their brains, enabling them to become individuals with their own talents and hobbies.
Footnotes
This article is part of a series on the science of growing up, in collaboration with the Jacobs Center for Productive Youth Development. BOLD asked the Center’s scientists to answer some big questions about how adults can help kids thrive.