2.6 The social brain
Human infants are born with a strong drive to interact with other people on whom they depend for care (such as shelter, food, affection) and learning (for example language, cultural norms, skills). Because human interaction is guided by goals and beliefs and not just by physical laws, attending to and interacting with other people require different skills and brain systems – sometimes referred to as the social brain” (Gliga, 2012, p. 34).
As we have seen on the previous pages in this module, brain imaging and other research advances, especially those that can be easily conducted with infants, have added to our knowledge on early brain development. The concept of the social brain comes out of this growing understanding of the different parts of the brain and how they are involved in the development of various skills and abilities. In typical development, a baby’s brain becomes increasingly specialized for things like perceiving human faces and voices, and a variety of early communication abilities, including attending and making eye-contact. The ability to focus and pay attention becomes increasingly important for social interaction and learning (Gilga, 2012; Scerif, 2012).
The next reading explains that infants face a rich social world that they have to learn to navigate. As you read, consider the role of caregivers in supporting children to learn to make sense of their social environments.
Studies show that our understanding of mental states and awareness that all people have their own point of view, feelings, and ideas develops and deepens gradually in childhood. Social cognition is how we develop a Theory of Mind (ToM) and become aware of our own desires, beliefs, and intentions as different from those of other people’s mental states. The following article describes how a Theory of Mind develops in early childhood and why it is important for later learning and development.
Social cognition and Theory of Mind relate to a variety of early childhood developments such as executive functions, play (especially sociodramatic play), and the ability to get along with others. These topics are considered in the Coping and Competence and Communicating and Learning modules.
One way to explore the concept of the social brain is to consider individuals who are less interested in and/or challenged by social interaction.
Autism
Autism, or autism spectrum disorder (ASD), denotes a range of developmental disorders that are characterized by challenges with social skills and unusual patterns of communication, repetitive or restrictive behaviours, and may be accompanied by unique differences and strengths. Research now supports the idea that there is no one type of autism, but a spectrum with varying genetic and environmental factors. ASD symptoms usually appear following the first year of life and prior to age three. However, many children with ASD demonstrate signs early in infancy such as reduced gaze focused on eyes or faces and no social smile.
Children with ASD often demonstrate language difficulties that range in severity. The most common of cognitive challenges are in executive functioning and Theory of Mind. Children with ASD may have hypersensitive sensory cortices. This may make them extraordinarily sensitive to light, noise, and other sensations. Although there is presently no curative treatment for ASD, early screening coupled with behavioural therapies have been successful at improving both social development and cognitive function in those with ASD. ASD is much more common in boys than in girls.
Read the following fact sheet on autism spectrum disorders from the World Health Organization.
One of Dr. Stuart Shanker’s areas of interest is neurobiological research with young children with autism. Children with autism show less activity in an area of the brain called the anterior cingulate cortex. This area is important in enabling us to understand social signals such as facial expressions. They have difficulty ‘reading’ the emotions of others. Shanker looks at how this part of the brain is affected by intense therapeutic intervention when the children are between ages two and four.
In the first clip, he explains the technology used in his lab to get a “picture” of the brain.
Shanker goes on to explain some ways brain activity in children with autism differs from typically developing children and how they are trying to measure changes resulting from a therapeutic intervention.
The purpose of Shanker’s research is to see if, through intensive DIR (Developmental, Individual Difference, Relationship-based) therapy at a young age, the brain can be stimulated in such a way that it functions normally; that is, the child is better able to understand emotional cues and process social information unconsciously. This has the potential to be more effective than teaching children with autism to learn appropriate social responses through rote memorization. When children are very young, their brains are more ‘plastic’ so the timing of the DIR intervention is important.
Shanker explains that the intervention aims to improve children’s capacity to have social interactions and relationships.
How would improved capacity for social interaction support positive outcomes for children with altered brain development trajectories?
Shanker goes on to explain the importance of caregivers or parents during therapy. As you listen to this, consider earlier content in this module about the importance of caregivers and nurturing environments.
Shanker describes The Milton and Ethel Harris Research Initiative at York University and the work being done there. In addition to intensive work with children using the DIR method, the researchers looked at how the therapy affected the parents of the child with autism.
The treatment program Shanker and his colleagues have developed at MEHRIT have demonstrated initial results that are promising (Casenhiser, Shanker & Stieben, 2013). Children with autism showed significant improvements in their social interactions as a result of the treatment. It suggests focusing treatment for autism on children’s developmental capacities rather than teaching specific behaviours. However, autism is a complex condition and most researchers agree that no single intervention will work for all or even most children. Researchers do agree that early interventions improve the life chances for those with autism.
In the next video, Dr. Daniel Keating, professor at the Institute for Social Research, University of Michigan, comments on the potential of early detection and intervention.
Research, awareness, and understanding of autism spectrum disorders, continue to increase and inform interventions and supports for children and families. In 2013, the WHO convened a meeting on autism spectrum disorders and other developmental disorders, focusing on raising awareness and building capacity. Read the following meeting report including key points and messages to move forward.
The following articles provide further detail on the global prevalence of autism spectrum disorders.
Read about the perceptions of parents raising young children with autism in the following article.
The Encyclopedia on Early Childhood Development has a series of articles from researchers who are studying autism. The articles include an overview of the history of diagnosis and treatment of autism. It points to the challenges that researchers, educators, and interventionists share in understanding autism and how best to support children and families living with the disorder.
