There are many reasons why a child can struggle to learn. In this post, I am specifically thinking about children who have developmental trauma, but the information could be helpful for children in other circumstances.
Bottom up brain
When a baby's brain is developing, it is the brainstem and sensorimotor cortex that are most active, the bottom part of the brain. The brainstem controls vital functions like heart rate, breathing, and body temperature. The sensorimotor cortex is where babies learn about the world through senses and movement, responding to touch, sight and sound.
What is most important to a newborn baby is survival, the reptilian brainstem is in charge. We all know that a baby cries when it is hungry, needs a nappy change as it feels uncomfortable, or is hot/cold. It is communicating its needs to someone. When a safe adult is able to provide what the baby needs - a clean nappy, milk, warmth or coolness, comfort, the baby is then able to be in a state of regulation. As the baby's basic needs are consistently met, the baby can spend more energy learning, and building relationships with those around them. (See the picture 1).
Paris Goodyear-Brown (2019) suggests that for a child who has experienced trauma, their energy is focussed on survival, on getting their basic needs met first in order to experience regulation, and there would be little energy left for relationships and learning. (See picture 2).
Bruce Perry's 'bottom up' approach recognises the need to work from the bottom up, starting with the brain stem and meeting the survival/basic needs through rhythmic, sensory-based activities to calm the nervous system. He says that developmental trauma can be repaired.
Music, movement, deep breathing, rhythm through games, touch and pressure can all help a child to feel calm and regulated.
This is where play therapy can really help a child who is 'stuck' in a constant state of survival, which prevents access to higher brain functions, where learning occurs. The process needs to start where this blog post began, looking at the order in which the brain develops. First the work is done with motor and sensory input to help calm the brain stem, then on attachment and emotions, and finally the cognitive area. When this is done correctly, then the child will be able to form secure attachments as well as reflect and think.
Picture 1
The pyramid shows the amount of energy a baby gives out.
When a baby's basic needs are met consistently over time, they can focus more of their energy on learning. More energy is used in the top of the brain.
Picture 2
This pyramid also shows the amount of energy a baby gives out.
When a baby experiences trauma and their basic needs aren't consistently met, they focus on survival and don't have energy for learning and moving up the pyramid. More energy is used up at the bottom of the brain.
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