Tuesday, May 8, 2012
Sunday, May 6, 2012
visually impaired babies
Let us imagine what it is to be like a nine-month old baby who is blind. As the baby lies on it's tummy they are aware of many sensations. The baby can feel the floor moving beneath as a person walks past and vibrations through their hands, knees, tummy and head. They feel the gust of air from movements and when a door is opened or closed.
The baby hears sounds, some soft, some loud. While some sounds come from the same place others move and become louder or softer.
Smells are different and can remind the baby of people, food or different things like clothing and toys.
Tastes are different too. A toy is put into their hand, they chew it. As they place their face into the carpet they taste it. As a child explores, food, hands and objects all taste differently.
When they feel objects some things are hard and soft. Like the leg of a chair some are furry, others smooth, warm, cold or rough.
They are aware of movement by themselves and by others, sometimes suddenly. If another toddler stumbles over them, if a noisy toy is put into their hands or if they are lifted too quickly, this can be scary.
Gradually things will begin to make sense. When a baby hears a mother's voice, they are reassured. However, when they hear a different voice, they do not know what will happen. Some people will feel familiar and safe, while others are strange. They begin to learn when placed in a high chair, food is not far away. When they hear water running, smell the familiar smells of the bathroom and hear the word "bath" they know what is to come.
So even without sight, they are learning to anticipate what will happen next and now feel secure in certain situations. They will be able to connect words and sounds with actions and objects. However while they are receiving all these sensations, they are still unaware of much around them. There may be toys near by, but if they don't touch them they may never know where they are. A baby may be unaware that they are lying near table legs, that they are facing a certain direction or that their dummy, which they want desperately, is just out of reach.
In order to help the baby make sense of their surroundings, we must encourage sensory exploration to help them learn. We must give them meaning and the opportunity to find out about those things of which they are unaware.
The first step security
The world of a baby who is blind can be confusing, but we can help them feel secure in a number of ways by giving cues or warnings that something is about to happen. Before picking a baby up, we might gently grasp their hands and say "up you come", to prepare them. Touching their lip or cheek gently before food or a spoon is put into their mouth will let them know they are about to eat. If you approach them gradually, talking to the baby as you near, they will not be startled. By splashing their feet and legs gently with water before putting them into to bath they will be prepared for the sudden change and temperature.
Language is central to helping a baby feel secure. We can talk about what is happening, and what will happen to them, as well as what they are touching, smelling, hearing and tasting. By using language we are helping them discover which words go with which particular action or object. If we use their name frequently, they will gradually learn that it applies to them, and if we use it at the beginning of a sentence it will help them to 'tune in' to us and they will learn that what is being said is directed to them.
It is not always easy to talk to babies and knowing exactly what to say to a baby can be a problem. For a baby who is blind it is best to talk about what is happening to them. You might talk about the sensations they are receiving such as:
"You're sitting on Daddy's knees, can you feel me bouncing up and down?", "You're in the bath, smell the soap";
"You're holding the washer in your hand";
"Can you hear Mummy coming into the room";
"It feels warm"
This type of language soon becomes second nature to parents and they become "interpreters" for their child, telling them about the world, helping them to learn and feel more secure.
Encouraging curiosity
Sighted children learn mostly because they are curious about objects that they can see. Children who are blind are unable to see interesting things to grasp and will not develop curiosity about objects unless they are in direct physical contact or encouraged to do so. A nine-month old baby who is blind is unlikely to reach for something that makes a noise, no matter how interesting it may sound. If they drop a favourite toy, they are unlikely to search for it. However, if through touch they are given the slightest clue as to where it is, they will grasp it quickly. A child who is blind can appear uninterested and lacking in curiosity, even though they may be listening intently to what is happening around them. To reach the stage where they will reach to sound and search for objects, they must be given experiences to encourage their curiosity.
Ways to encourage curiosity
Babies must first know their surroundings and that there are things outside their own body to experience. We can do this by bringing the world to them and by introducing them to things. For example, we can ensure that the baby is in frequent contact with toys by placing them near their body. When they move, chances will increase that they will touch something interesting. If toys are placed near their feet, they will learn that things happen 'down there' as well as near their hands.
We can give the baby a variety of experiences to show them the world is full of wonderful and various objects. This can include different:
Textures - such as soft or hard floors, sticky things, rough or smooth rugs and towels, scratchy, wet or dry surfaces;
Tastes - sweet, salty, sour, strong, bland;
Sizes big and small toys;
Sounds loud, soft, sharp, melodious, harsh, fast or slow;
Smells flowers, floor polish, soap, food.
Again, language is crucial in providing the framework on which a child can understand these experiences.
Learning through feedback
Instant and continuous feedback is essential in any learning to understand the effects of actions. For a child who is blind, feedback through language is essential. When a baby drops their rattle, they hear it, but unless we tell them what has happened, it will not make sense. We need to tell them when the food bowl is empty and they have eaten the last spoonful, that they are making the bell ring when they shake it and that the ball has rolled away when they throw it.
We can also encourage them to try new tasks and to practice skills simply by praising them and making them feel good.
Sighted children gain considerable feedback from facial expressions and gestures. A child who is blind must rely on what is said, how it is said and physical touch to sum up other peoples' moods and meaning. As well as keeping them in touch by words, it is useful to 'over act', to give emphasis to what is said. By giving a big hug and saying "that was wonderful", this means as much as a smile and a quiet "well done".
Feedback is a two way process and we react to children who are blind on the cues they give us. Babies and children who are blind do not react in the same way as sighted children to some situations. Rather than turn their eyes to a sound, they may turn their ear, or keep very still, listening intently.
Babies may not smile at first to a parent's voice or touch, but with time may learn to do so. When they realise that there are things 'out there', our baby's hands may make tentative, small movements, telling us that they are beginning to reach out. It is important that we learn to read these messages so that we can interpret them to increase learning.
Learning about themselves
We take for granted that out bodies have certain parts which all fit together that we can see. Children who are blind need to learn about their bodies and this can begin at birth. By nursing and rocking the child, they begin to learn what their body feel like. Massage can also draw attention to the different parts of their body and if we talk about what we are doing, they will learn even faster. As we dress and undress them, we can talk about the different body parts. Songs and rhymes about body parts can assist with remembering. We can also show them that we too have parts, like them.
Babies also need to learn where they are in space. Sometimes they are on the floor, or held up high in someone's arms. We can play games in which they are 'low' or 'high'. As they get older, we can show them that can fit through some spaces, but not through others or that they can fit their whole body in some spaces but only feet in others. We can orientate them with how a room is arranged, what is in it and how to get from one room to another. It is important that we talk to them about what they are experiencing so that they can attach meaning to what is happening.
Putting it all together: language and experience
Experiences alone are not enough. By giving the child the associated language for what is happening they can better interpret actions and surroundings. For example a sighted child can use their vision and senses they hear a noise, turn to see what caused it; see their brother with a sad face standing over a broken dish and their mother running from another room. They are able to use vision to make sense of this experience, however this must be verbalised or described to a child who is blind.
Actions and objects need to be placed in context as well as described to give true meaning. We might talk to a child daily about Daddy going to work on a train, however if the child has never experiences the train or does not know what it is, it will not be understood.
Television and radio can be another example. While babies and children may like TV and radio sounds unless understood they can be meaningless and confusing as background noise. At an early age it is better to focus on noises and sounds which they can experience personally linked to sensory development.
The most valuable communication with a child who is blind is grounded in experience, linked with what they are doing or happening to them here and now.
Linking experiences and language needs to be ongoing. Unlike sighted children who can use their vision to prompt their memories, children who are blind need frequent repetition of experiences with language to enable them to build up a picture of their world.
The baby hears sounds, some soft, some loud. While some sounds come from the same place others move and become louder or softer.
Smells are different and can remind the baby of people, food or different things like clothing and toys.
Tastes are different too. A toy is put into their hand, they chew it. As they place their face into the carpet they taste it. As a child explores, food, hands and objects all taste differently.
When they feel objects some things are hard and soft. Like the leg of a chair some are furry, others smooth, warm, cold or rough.
They are aware of movement by themselves and by others, sometimes suddenly. If another toddler stumbles over them, if a noisy toy is put into their hands or if they are lifted too quickly, this can be scary.
Gradually things will begin to make sense. When a baby hears a mother's voice, they are reassured. However, when they hear a different voice, they do not know what will happen. Some people will feel familiar and safe, while others are strange. They begin to learn when placed in a high chair, food is not far away. When they hear water running, smell the familiar smells of the bathroom and hear the word "bath" they know what is to come.
So even without sight, they are learning to anticipate what will happen next and now feel secure in certain situations. They will be able to connect words and sounds with actions and objects. However while they are receiving all these sensations, they are still unaware of much around them. There may be toys near by, but if they don't touch them they may never know where they are. A baby may be unaware that they are lying near table legs, that they are facing a certain direction or that their dummy, which they want desperately, is just out of reach.
In order to help the baby make sense of their surroundings, we must encourage sensory exploration to help them learn. We must give them meaning and the opportunity to find out about those things of which they are unaware.
The first step security
The world of a baby who is blind can be confusing, but we can help them feel secure in a number of ways by giving cues or warnings that something is about to happen. Before picking a baby up, we might gently grasp their hands and say "up you come", to prepare them. Touching their lip or cheek gently before food or a spoon is put into their mouth will let them know they are about to eat. If you approach them gradually, talking to the baby as you near, they will not be startled. By splashing their feet and legs gently with water before putting them into to bath they will be prepared for the sudden change and temperature.
Language is central to helping a baby feel secure. We can talk about what is happening, and what will happen to them, as well as what they are touching, smelling, hearing and tasting. By using language we are helping them discover which words go with which particular action or object. If we use their name frequently, they will gradually learn that it applies to them, and if we use it at the beginning of a sentence it will help them to 'tune in' to us and they will learn that what is being said is directed to them.
It is not always easy to talk to babies and knowing exactly what to say to a baby can be a problem. For a baby who is blind it is best to talk about what is happening to them. You might talk about the sensations they are receiving such as:
"You're sitting on Daddy's knees, can you feel me bouncing up and down?", "You're in the bath, smell the soap";
"You're holding the washer in your hand";
"Can you hear Mummy coming into the room";
"It feels warm"
This type of language soon becomes second nature to parents and they become "interpreters" for their child, telling them about the world, helping them to learn and feel more secure.
Encouraging curiosity
Sighted children learn mostly because they are curious about objects that they can see. Children who are blind are unable to see interesting things to grasp and will not develop curiosity about objects unless they are in direct physical contact or encouraged to do so. A nine-month old baby who is blind is unlikely to reach for something that makes a noise, no matter how interesting it may sound. If they drop a favourite toy, they are unlikely to search for it. However, if through touch they are given the slightest clue as to where it is, they will grasp it quickly. A child who is blind can appear uninterested and lacking in curiosity, even though they may be listening intently to what is happening around them. To reach the stage where they will reach to sound and search for objects, they must be given experiences to encourage their curiosity.
Ways to encourage curiosity
Babies must first know their surroundings and that there are things outside their own body to experience. We can do this by bringing the world to them and by introducing them to things. For example, we can ensure that the baby is in frequent contact with toys by placing them near their body. When they move, chances will increase that they will touch something interesting. If toys are placed near their feet, they will learn that things happen 'down there' as well as near their hands.
We can give the baby a variety of experiences to show them the world is full of wonderful and various objects. This can include different:
Textures - such as soft or hard floors, sticky things, rough or smooth rugs and towels, scratchy, wet or dry surfaces;
Tastes - sweet, salty, sour, strong, bland;
Sizes big and small toys;
Sounds loud, soft, sharp, melodious, harsh, fast or slow;
Smells flowers, floor polish, soap, food.
Again, language is crucial in providing the framework on which a child can understand these experiences.
Learning through feedback
Instant and continuous feedback is essential in any learning to understand the effects of actions. For a child who is blind, feedback through language is essential. When a baby drops their rattle, they hear it, but unless we tell them what has happened, it will not make sense. We need to tell them when the food bowl is empty and they have eaten the last spoonful, that they are making the bell ring when they shake it and that the ball has rolled away when they throw it.
We can also encourage them to try new tasks and to practice skills simply by praising them and making them feel good.
Sighted children gain considerable feedback from facial expressions and gestures. A child who is blind must rely on what is said, how it is said and physical touch to sum up other peoples' moods and meaning. As well as keeping them in touch by words, it is useful to 'over act', to give emphasis to what is said. By giving a big hug and saying "that was wonderful", this means as much as a smile and a quiet "well done".
Feedback is a two way process and we react to children who are blind on the cues they give us. Babies and children who are blind do not react in the same way as sighted children to some situations. Rather than turn their eyes to a sound, they may turn their ear, or keep very still, listening intently.
Babies may not smile at first to a parent's voice or touch, but with time may learn to do so. When they realise that there are things 'out there', our baby's hands may make tentative, small movements, telling us that they are beginning to reach out. It is important that we learn to read these messages so that we can interpret them to increase learning.
Learning about themselves
We take for granted that out bodies have certain parts which all fit together that we can see. Children who are blind need to learn about their bodies and this can begin at birth. By nursing and rocking the child, they begin to learn what their body feel like. Massage can also draw attention to the different parts of their body and if we talk about what we are doing, they will learn even faster. As we dress and undress them, we can talk about the different body parts. Songs and rhymes about body parts can assist with remembering. We can also show them that we too have parts, like them.
Babies also need to learn where they are in space. Sometimes they are on the floor, or held up high in someone's arms. We can play games in which they are 'low' or 'high'. As they get older, we can show them that can fit through some spaces, but not through others or that they can fit their whole body in some spaces but only feet in others. We can orientate them with how a room is arranged, what is in it and how to get from one room to another. It is important that we talk to them about what they are experiencing so that they can attach meaning to what is happening.
Putting it all together: language and experience
Experiences alone are not enough. By giving the child the associated language for what is happening they can better interpret actions and surroundings. For example a sighted child can use their vision and senses they hear a noise, turn to see what caused it; see their brother with a sad face standing over a broken dish and their mother running from another room. They are able to use vision to make sense of this experience, however this must be verbalised or described to a child who is blind.
Actions and objects need to be placed in context as well as described to give true meaning. We might talk to a child daily about Daddy going to work on a train, however if the child has never experiences the train or does not know what it is, it will not be understood.
Television and radio can be another example. While babies and children may like TV and radio sounds unless understood they can be meaningless and confusing as background noise. At an early age it is better to focus on noises and sounds which they can experience personally linked to sensory development.
The most valuable communication with a child who is blind is grounded in experience, linked with what they are doing or happening to them here and now.
Linking experiences and language needs to be ongoing. Unlike sighted children who can use their vision to prompt their memories, children who are blind need frequent repetition of experiences with language to enable them to build up a picture of their world.
Friday, April 6, 2012
zahra enlighten forum
Zahra Enlighten Forum
A conceited and self-admiring person is disliked by others; charity
and alms are the best remedy for ailments and calamities; one has to account in the next world for the deeds that he has done in this world. Imam Ali a.s
Empowering the visually impaired persons of Pakistan.
Every person is born with some special abilities. It is a fact that every human has some
sort of deficiency. Some are unable to see, some are unable to paint, some are unable to sing, some are unable to see, some are unable to hear or listen.
Every human being needs a healthy environment / loving family to become a successful person of society.
Often we talk about the visually impaired person of society. Often we read their achievements and praise them. Most of us are familiar with Helen Keller the great visually impaired lady of past.
Although we surely read about her achievements. But rarely did we read about how her parents brought up an extra hyper child. We must praise that society. The noble people who produced such a marvellous lady, in fact a role model for us.
If we pay heat towards such issues then surely we can change the lives of many visually impaired person of Pakistan.
In our lovely country there is a dire need of parents support group. For the parents of special children. Because the most difficult task for parents is to accept their child’s disability. All ophthalmologist should be aware with support groups so when they diagnose blindness they ask parents to meet such groups If parents get proper support then emotionally healthy parents can raise many future heroes.
On the other hands society should also understand how to deal with special person. Media can play a vital role in this regard. The most important contributor of children’s lives are the teachers / school environment. There is also a dire need of teacher development centres.
As technology has opened new roads of success for visually impaired person, so this is a right time for us to think about this basic issues.to invoke our society and turn its attention towards these issues zahra academy has establish a forum zahra enlighten forum. Our aim is to empower the visually impaired person of Pakistan.
Those who are interested in this noble work can join us by requesting membership form from zahra academy.
Please share your thoughts and ideas to develop a forum to achieve this objective.
Send your ideas or suggestions to zahraenlight@gmail.com
Thanks
Shazia Hasan
A conceited and self-admiring person is disliked by others; charity
and alms are the best remedy for ailments and calamities; one has to account in the next world for the deeds that he has done in this world. Imam Ali a.s
Empowering the visually impaired persons of Pakistan.
Every person is born with some special abilities. It is a fact that every human has some
sort of deficiency. Some are unable to see, some are unable to paint, some are unable to sing, some are unable to see, some are unable to hear or listen.
Every human being needs a healthy environment / loving family to become a successful person of society.
Often we talk about the visually impaired person of society. Often we read their achievements and praise them. Most of us are familiar with Helen Keller the great visually impaired lady of past.
Although we surely read about her achievements. But rarely did we read about how her parents brought up an extra hyper child. We must praise that society. The noble people who produced such a marvellous lady, in fact a role model for us.
If we pay heat towards such issues then surely we can change the lives of many visually impaired person of Pakistan.
In our lovely country there is a dire need of parents support group. For the parents of special children. Because the most difficult task for parents is to accept their child’s disability. All ophthalmologist should be aware with support groups so when they diagnose blindness they ask parents to meet such groups If parents get proper support then emotionally healthy parents can raise many future heroes.
On the other hands society should also understand how to deal with special person. Media can play a vital role in this regard. The most important contributor of children’s lives are the teachers / school environment. There is also a dire need of teacher development centres.
As technology has opened new roads of success for visually impaired person, so this is a right time for us to think about this basic issues.to invoke our society and turn its attention towards these issues zahra academy has establish a forum zahra enlighten forum. Our aim is to empower the visually impaired person of Pakistan.
Those who are interested in this noble work can join us by requesting membership form from zahra academy.
Please share your thoughts and ideas to develop a forum to achieve this objective.
Send your ideas or suggestions to zahraenlight@gmail.com
Thanks
Shazia Hasan
how the kids brain develop
How the Brain Develops
A number of factors influence early brain development. These important
factors include genetics, food and nutrition, responsiveness of
parents, daily experiences, physical activity and love. In particular,
parents should be aware of the importance of furnishing a healthy and
nutritious diet, giving love and nurturing, providing interesting and
varied everyday experiences, and giving children positive and
sensitive feedback.
In the past, some scientists thought the brain's development was
determined genetically and brain growth followed a biologically
predetermined path. Now we know that early experiences impact the
development of the brain and influence the specific way in which the
circuits (or pathways) of the brain become "wired." A baby's brain is
a work in progress. The outside world shapes its development through
experiences that a child's senses — vision, hearing, smell, touch and
taste — absorb. For example:
• The scent of the mother's skin (smell)
• The father's voice (hearing)
• Seeing a face or brightly colored toy (vision)
• The feel of a hand gently caressing (touch)
• Drinking milk (taste)
Experiences that the five senses take in help build the connections
that guide brain development. Early experiences have a decisive impact
on the actual architecture of the brain.
Recent equipment and technological advances have allowed scientists to
see the brain working. What scientists have found is that the brain
continues to form after birth based on experiences. An infant's mind
is primed for learning, but it needs early experiences to wire the
neural circuits of the brain that facilitate learning.
Imagine that a child's brain is like a house that has just been built.
The walls are up, the doors are hung. Then you go to the store and buy
electrical wiring, switches, a fuse box and other electrical supplies.
You bring these supplies to the new house and set them on the floor.
Will they work? Probably not. You first must string the wiring and
hook up all of the connections. This is quite similar to the way our
brains are formed. We are born with as many nerve cells as stars in
the Milky Way galaxy. But these cells have not yet established a
pattern of wiring between them — they haven't made their connections.
What the brain has done is to lay out circuits that are its best guess
about what is required for vision, language, etc. Now the sensory
experiences must take this rough blueprint and progressively refine
it. Circuits are made into patterns that enable newborn infants to
perceive their mother's touch, their father's voice and other aspects
of their environment.
Normal sensory experiences direct brain cells to their location and
reinforce the connections between brain cells. We are born with more
than 100 billion brain cells or neurons; we will not grow more. That's
about 10 times the number of stars in the entire Milky Way, and about
20 times the number of people on the planet.
Neurons are the functioning core of the brain. Each cell body is about
one-hundredth the size of the period at the end of this sentence. A
neuron has branches or dendrites emerging from the cell body. These
dendrites pick up chemical signals across a synapse and the impulse
travels the length of the axon. Each axon branch has a sac containing
neurotransmitters at its tip. The electrical impulse causes the
release of the neurotransmitters, which, in turn, stimulates or
inhibits neighboring dendrites, like an on-off switch.
These connections are miracles of the human body. But to understand
their power, you have to multiply this miracle by trillions. A single
cell can connect with as many as 15,000 other cells.
This incredibly complex network of connections that results often is
referred to as the brain's "circuitry" or "wiring." Experience shapes
the way circuits are made in the brain.
A remarkable increase in synapses occurs during the first year of
life. The brain develops a functional architecture through the
development of these synapses or connections.
For example, if a parent repeatedly calls a child a certain name, then
connections will form that allow the child to recognize that name over
time as referring to him and he will learn to respond. From birth, the
brain rapidly is creating these connections that form our habits,
thoughts, consciousness, memories and mind.
By the time a child is 3 years old, a baby's brain has formed about
1,000 trillion connections — about twice as many as adults have. A
baby's brain is superdense and will stay that way throughout the first
decade of life. Beginning at about age 11, a child's brain gets rid of
extra connections in a process calling "pruning," gradually making
order out of a thick tangle of "wires."
The remaining "wiring" is more powerful and efficient. The increase in
synaptic density in a child's brain can be seen in Figure 2. The
interactions that parents assist with in a child's environment are
what spur the growth and pattern of these connections in the brain.
As the synapses in a child's brain are strengthened through repeated
experiences, connections and pathways are formed that structure the
way a child learns. If a pathway is not used, it's eliminated based on
the "use it or lose it" principle. Things you do a single time, either
good or bad, are somewhat less likely to have an effect on brain
development.
When a connection is used repeatedly in the early years, it becomes
permanent. For example, when adults repeat words and phrases as they
talk to babies, babies learn to understand speech and strengthen the
language connections in the brain.
Figure 1. Neurons and connections
Figure 2. Synaptic density in the human brain
Construction of the Brain
We have explored how the brain develops at the cellular level with
neurons and connections. Understanding the different parts of the
brain as a whole and how it functions and develops also is useful.
The brain grows in sequential fashion, from bottom to top, or from the
least complex part (brain stem) to the more complex area (cortex). If
you draw a line from the forehead to the chin and open the brain for a
side view, you would see the brain as it is shown in Figure 3.
Figure 3.Brain: side view
The basic elements of the human brain include the following:
1. The brainstem is at the base of the skull and it controls most
basic life activities, including blood pressure and body temperature.
2. The midbrain is at the top of the brainstem and it controls motor
activity, appetite and sleep.
3. The cerebellum is behind the brainstem and it coordinates movement
and balance.
4. The limbic system is in the central part of the brain and it
controls emotions, attachment and memory.
5. The cortex is the top layer of the brain and is about the depth of
two dimes placed on top of each other. The cortex is the "executive
branch" of the brain that regulates decision-making and controls
thinking, reasoning and language.
The cerebral cortex contains 80 percent of the neurons in the brain.
Because it is the least developed part of the brain at birth and keeps
developing until adolescence and even beyond, the cortex is more
sensitive to experiences than other parts of the brain.
Construction of the brain is somewhat like the construction of a
house. A house is built from the foundation up and different parts of
the structure have different functions. Also, like the brain, once the
architecture is in place, you can continue learning and "add on" or
"decorate." But, if you have to move a wall or add a window, it is
more difficult and expensive than if you had done it earlier in the
building process.
Critical Periods of Brain Development
Brain development proceeds in waves, with different parts of the brain
becoming active "construction sites" at different times. The brain's
ability to respond to experience presents exciting opportunities for a
child's development.
Learning continues throughout life. However, "prime times" or "windows
of opportunity" exist when the brain is a kind of "supersponge,"
absorbing new information more easily than at other times and
developing in major leaps. While this is true especially in the first
three years of life, it continues throughout early childhood and
adolescence. For example, young children learn the grammar and meaning
of their native language with only simple exposure.
While learning later is possible, it usually is slower and more
difficult. Some improvement in most skills is possible throughout
life. However, providing children with the best opportunity for
learning and growth during the periods when their minds are most ready
to absorb new information is important.
Visual and auditory development
The "prime time" for visual and auditory development, or a child's
capacity for learning to see and hear, is from birth to between 4 and
5 years old. The development of these sensory capacities is very
important for allowing children, especially babies, to perceive and
interact with the world around them. During the first few months,
especially, babies need to see shapes, colors, objects at varying
distances and movement for the brain to learn how to see. Babies also
need exposure to a variety of sounds so their brain can learn to
process that information and allow for responsiveness by hearing
something.
Language development
The "prime time" for language development and learning to talk is from
birth to 10 years of age. Children are learning language during this
entire period. However, the "prime time" for language learning is the
first few years of life. Children need to hear you constantly talk,
sing and read to them during these early years. Respond to their
babbling and language efforts.
Children vary in their language development during these first years,
so parents should allow for some variation in children's abilities at
different ages. They should encourage language development, be patient
and seek assistance from a qualified professional if concerns arise
about a child's progress in this area.
Physical and motor development
The "prime time" for physical and motor development in children is
from birth to 12 years of age. Children become physically ready for
different aspects of motor development at different times. Large motor
skills, such as walking, tend to come before the refinement of fine
motor skills, such as using a crayon.
A child needs several years to develop the coordination skills to play
catch with a ball easily, and even then refinement of such skills
continues into a child's early adolescence. Parents should monitor a
child's motor development but be patient since children vary in their
rates of development.
Emotional and social development
The "prime time" for emotional and social development in children is
birth to 12 years of age. Differing aspects of emotional and social
development, which incorporate higher capacities, such as awareness of
others, empathy and trust, are important at different times. For
example, the real "prime time" for emotional attachment to be
developed is from birth to 18 months, when a young child is forming
attachments with critical caregivers. Such development provides the
foundations for other aspects of emotional development that occur as
children grow.
Emotional intelligence is critical to life success. The part of the
brain that regulates emotion, the amygdala, is shaped early on by
experience and forms the brain's emotional wiring. Early nurturing is
important to learning empathy, happiness, hopefulness and resiliency.
Social development, which involves both self-awareness and a child's
ability to interact with others, also occurs in stages. For example,
sharing toys is something that a 2-year old's brain is not fully
developed to do well, so this social ability is more common and
positive with toddlers who are 3 or older. A parent's efforts to
nurture and guide a child will assist in laying healthy foundations
for social and emotional development.
Conclusion
The development of a child's brain holds the key to the child's
future. Although the "first years last forever" in terms of the rapid
development of young children's brains, the actual first years of a
child's life go by very quickly. So touch, talk, read, smile, sing,
count and play with your children. It does more than make both of you
feel good. It helps a child's brain develop and nourishes the child's
potential for a lifetime.
--
how the children brain develop
How the Brain Develops
A number of factors influence early brain development. These important
factors include genetics, food and nutrition, responsiveness of
parents, daily experiences, physical activity and love. In particular,
parents should be aware of the importance of furnishing a healthy and
nutritious diet, giving love and nurturing, providing interesting and
varied everyday experiences, and giving children positive and
sensitive feedback.
In the past, some scientists thought the brain's development was
determined genetically and brain growth followed a biologically
predetermined path. Now we know that early experiences impact the
development of the brain and influence the specific way in which the
circuits (or pathways) of the brain become "wired." A baby's brain is
a work in progress. The outside world shapes its development through
experiences that a child's senses — vision, hearing, smell, touch and
taste — absorb. For example:
• The scent of the mother's skin (smell)
• The father's voice (hearing)
• Seeing a face or brightly colored toy (vision)
• The feel of a hand gently caressing (touch)
• Drinking milk (taste)
Experiences that the five senses take in help build the connections
that guide brain development. Early experiences have a decisive impact
on the actual architecture of the brain.
Recent equipment and technological advances have allowed scientists to
see the brain working. What scientists have found is that the brain
continues to form after birth based on experiences. An infant's mind
is primed for learning, but it needs early experiences to wire the
neural circuits of the brain that facilitate learning.
Imagine that a child's brain is like a house that has just been built.
The walls are up, the doors are hung. Then you go to the store and buy
electrical wiring, switches, a fuse box and other electrical supplies.
You bring these supplies to the new house and set them on the floor.
Will they work? Probably not. You first must string the wiring and
hook up all of the connections. This is quite similar to the way our
brains are formed. We are born with as many nerve cells as stars in
the Milky Way galaxy. But these cells have not yet established a
pattern of wiring between them — they haven't made their connections.
What the brain has done is to lay out circuits that are its best guess
about what is required for vision, language, etc. Now the sensory
experiences must take this rough blueprint and progressively refine
it. Circuits are made into patterns that enable newborn infants to
perceive their mother's touch, their father's voice and other aspects
of their environment.
Normal sensory experiences direct brain cells to their location and
reinforce the connections between brain cells. We are born with more
than 100 billion brain cells or neurons; we will not grow more. That's
about 10 times the number of stars in the entire Milky Way, and about
20 times the number of people on the planet.
Neurons are the functioning core of the brain. Each cell body is about
one-hundredth the size of the period at the end of this sentence. A
neuron has branches or dendrites emerging from the cell body. These
dendrites pick up chemical signals across a synapse and the impulse
travels the length of the axon. Each axon branch has a sac containing
neurotransmitters at its tip. The electrical impulse causes the
release of the neurotransmitters, which, in turn, stimulates or
inhibits neighboring dendrites, like an on-off switch.
These connections are miracles of the human body. But to understand
their power, you have to multiply this miracle by trillions. A single
cell can connect with as many as 15,000 other cells.
This incredibly complex network of connections that results often is
referred to as the brain's "circuitry" or "wiring." Experience shapes
the way circuits are made in the brain.
A remarkable increase in synapses occurs during the first year of
life. The brain develops a functional architecture through the
development of these synapses or connections.
For example, if a parent repeatedly calls a child a certain name, then
connections will form that allow the child to recognize that name over
time as referring to him and he will learn to respond. From birth, the
brain rapidly is creating these connections that form our habits,
thoughts, consciousness, memories and mind.
By the time a child is 3 years old, a baby's brain has formed about
1,000 trillion connections — about twice as many as adults have. A
baby's brain is superdense and will stay that way throughout the first
decade of life. Beginning at about age 11, a child's brain gets rid of
extra connections in a process calling "pruning," gradually making
order out of a thick tangle of "wires."
The remaining "wiring" is more powerful and efficient. The increase in
synaptic density in a child's brain can be seen in Figure 2. The
interactions that parents assist with in a child's environment are
what spur the growth and pattern of these connections in the brain.
As the synapses in a child's brain are strengthened through repeated
experiences, connections and pathways are formed that structure the
way a child learns. If a pathway is not used, it's eliminated based on
the "use it or lose it" principle. Things you do a single time, either
good or bad, are somewhat less likely to have an effect on brain
development.
When a connection is used repeatedly in the early years, it becomes
permanent. For example, when adults repeat words and phrases as they
talk to babies, babies learn to understand speech and strengthen the
language connections in the brain.
Figure 1. Neurons and connections
Figure 2. Synaptic density in the human brain
Construction of the Brain
We have explored how the brain develops at the cellular level with
neurons and connections. Understanding the different parts of the
brain as a whole and how it functions and develops also is useful.
The brain grows in sequential fashion, from bottom to top, or from the
least complex part (brain stem) to the more complex area (cortex). If
you draw a line from the forehead to the chin and open the brain for a
side view, you would see the brain as it is shown in Figure 3.
Figure 3.Brain: side view
The basic elements of the human brain include the following:
1. The brainstem is at the base of the skull and it controls most
basic life activities, including blood pressure and body temperature.
2. The midbrain is at the top of the brainstem and it controls motor
activity, appetite and sleep.
3. The cerebellum is behind the brainstem and it coordinates movement
and balance.
4. The limbic system is in the central part of the brain and it
controls emotions, attachment and memory.
5. The cortex is the top layer of the brain and is about the depth of
two dimes placed on top of each other. The cortex is the "executive
branch" of the brain that regulates decision-making and controls
thinking, reasoning and language.
The cerebral cortex contains 80 percent of the neurons in the brain.
Because it is the least developed part of the brain at birth and keeps
developing until adolescence and even beyond, the cortex is more
sensitive to experiences than other parts of the brain.
Construction of the brain is somewhat like the construction of a
house. A house is built from the foundation up and different parts of
the structure have different functions. Also, like the brain, once the
architecture is in place, you can continue learning and "add on" or
"decorate." But, if you have to move a wall or add a window, it is
more difficult and expensive than if you had done it earlier in the
building process.
Critical Periods of Brain Development
Brain development proceeds in waves, with different parts of the brain
becoming active "construction sites" at different times. The brain's
ability to respond to experience presents exciting opportunities for a
child's development.
Learning continues throughout life. However, "prime times" or "windows
of opportunity" exist when the brain is a kind of "supersponge,"
absorbing new information more easily than at other times and
developing in major leaps. While this is true especially in the first
three years of life, it continues throughout early childhood and
adolescence. For example, young children learn the grammar and meaning
of their native language with only simple exposure.
While learning later is possible, it usually is slower and more
difficult. Some improvement in most skills is possible throughout
life. However, providing children with the best opportunity for
learning and growth during the periods when their minds are most ready
to absorb new information is important.
Visual and auditory development
The "prime time" for visual and auditory development, or a child's
capacity for learning to see and hear, is from birth to between 4 and
5 years old. The development of these sensory capacities is very
important for allowing children, especially babies, to perceive and
interact with the world around them. During the first few months,
especially, babies need to see shapes, colors, objects at varying
distances and movement for the brain to learn how to see. Babies also
need exposure to a variety of sounds so their brain can learn to
process that information and allow for responsiveness by hearing
something.
Language development
The "prime time" for language development and learning to talk is from
birth to 10 years of age. Children are learning language during this
entire period. However, the "prime time" for language learning is the
first few years of life. Children need to hear you constantly talk,
sing and read to them during these early years. Respond to their
babbling and language efforts.
Children vary in their language development during these first years,
so parents should allow for some variation in children's abilities at
different ages. They should encourage language development, be patient
and seek assistance from a qualified professional if concerns arise
about a child's progress in this area.
Physical and motor development
The "prime time" for physical and motor development in children is
from birth to 12 years of age. Children become physically ready for
different aspects of motor development at different times. Large motor
skills, such as walking, tend to come before the refinement of fine
motor skills, such as using a crayon.
A child needs several years to develop the coordination skills to play
catch with a ball easily, and even then refinement of such skills
continues into a child's early adolescence. Parents should monitor a
child's motor development but be patient since children vary in their
rates of development.
Emotional and social development
The "prime time" for emotional and social development in children is
birth to 12 years of age. Differing aspects of emotional and social
development, which incorporate higher capacities, such as awareness of
others, empathy and trust, are important at different times. For
example, the real "prime time" for emotional attachment to be
developed is from birth to 18 months, when a young child is forming
attachments with critical caregivers. Such development provides the
foundations for other aspects of emotional development that occur as
children grow.
Emotional intelligence is critical to life success. The part of the
brain that regulates emotion, the amygdala, is shaped early on by
experience and forms the brain's emotional wiring. Early nurturing is
important to learning empathy, happiness, hopefulness and resiliency.
Social development, which involves both self-awareness and a child's
ability to interact with others, also occurs in stages. For example,
sharing toys is something that a 2-year old's brain is not fully
developed to do well, so this social ability is more common and
positive with toddlers who are 3 or older. A parent's efforts to
nurture and guide a child will assist in laying healthy foundations
for social and emotional development.
Conclusion
The development of a child's brain holds the key to the child's
future. Although the "first years last forever" in terms of the rapid
development of young children's brains, the actual first years of a
child's life go by very quickly. So touch, talk, read, smile, sing,
count and play with your children. It does more than make both of you
feel good. It helps a child's brain develop and nourishes the child's
potential for a lifetime.
)(
--
A number of factors influence early brain development. These important
factors include genetics, food and nutrition, responsiveness of
parents, daily experiences, physical activity and love. In particular,
parents should be aware of the importance of furnishing a healthy and
nutritious diet, giving love and nurturing, providing interesting and
varied everyday experiences, and giving children positive and
sensitive feedback.
In the past, some scientists thought the brain's development was
determined genetically and brain growth followed a biologically
predetermined path. Now we know that early experiences impact the
development of the brain and influence the specific way in which the
circuits (or pathways) of the brain become "wired." A baby's brain is
a work in progress. The outside world shapes its development through
experiences that a child's senses — vision, hearing, smell, touch and
taste — absorb. For example:
• The scent of the mother's skin (smell)
• The father's voice (hearing)
• Seeing a face or brightly colored toy (vision)
• The feel of a hand gently caressing (touch)
• Drinking milk (taste)
Experiences that the five senses take in help build the connections
that guide brain development. Early experiences have a decisive impact
on the actual architecture of the brain.
Recent equipment and technological advances have allowed scientists to
see the brain working. What scientists have found is that the brain
continues to form after birth based on experiences. An infant's mind
is primed for learning, but it needs early experiences to wire the
neural circuits of the brain that facilitate learning.
Imagine that a child's brain is like a house that has just been built.
The walls are up, the doors are hung. Then you go to the store and buy
electrical wiring, switches, a fuse box and other electrical supplies.
You bring these supplies to the new house and set them on the floor.
Will they work? Probably not. You first must string the wiring and
hook up all of the connections. This is quite similar to the way our
brains are formed. We are born with as many nerve cells as stars in
the Milky Way galaxy. But these cells have not yet established a
pattern of wiring between them — they haven't made their connections.
What the brain has done is to lay out circuits that are its best guess
about what is required for vision, language, etc. Now the sensory
experiences must take this rough blueprint and progressively refine
it. Circuits are made into patterns that enable newborn infants to
perceive their mother's touch, their father's voice and other aspects
of their environment.
Normal sensory experiences direct brain cells to their location and
reinforce the connections between brain cells. We are born with more
than 100 billion brain cells or neurons; we will not grow more. That's
about 10 times the number of stars in the entire Milky Way, and about
20 times the number of people on the planet.
Neurons are the functioning core of the brain. Each cell body is about
one-hundredth the size of the period at the end of this sentence. A
neuron has branches or dendrites emerging from the cell body. These
dendrites pick up chemical signals across a synapse and the impulse
travels the length of the axon. Each axon branch has a sac containing
neurotransmitters at its tip. The electrical impulse causes the
release of the neurotransmitters, which, in turn, stimulates or
inhibits neighboring dendrites, like an on-off switch.
These connections are miracles of the human body. But to understand
their power, you have to multiply this miracle by trillions. A single
cell can connect with as many as 15,000 other cells.
This incredibly complex network of connections that results often is
referred to as the brain's "circuitry" or "wiring." Experience shapes
the way circuits are made in the brain.
A remarkable increase in synapses occurs during the first year of
life. The brain develops a functional architecture through the
development of these synapses or connections.
For example, if a parent repeatedly calls a child a certain name, then
connections will form that allow the child to recognize that name over
time as referring to him and he will learn to respond. From birth, the
brain rapidly is creating these connections that form our habits,
thoughts, consciousness, memories and mind.
By the time a child is 3 years old, a baby's brain has formed about
1,000 trillion connections — about twice as many as adults have. A
baby's brain is superdense and will stay that way throughout the first
decade of life. Beginning at about age 11, a child's brain gets rid of
extra connections in a process calling "pruning," gradually making
order out of a thick tangle of "wires."
The remaining "wiring" is more powerful and efficient. The increase in
synaptic density in a child's brain can be seen in Figure 2. The
interactions that parents assist with in a child's environment are
what spur the growth and pattern of these connections in the brain.
As the synapses in a child's brain are strengthened through repeated
experiences, connections and pathways are formed that structure the
way a child learns. If a pathway is not used, it's eliminated based on
the "use it or lose it" principle. Things you do a single time, either
good or bad, are somewhat less likely to have an effect on brain
development.
When a connection is used repeatedly in the early years, it becomes
permanent. For example, when adults repeat words and phrases as they
talk to babies, babies learn to understand speech and strengthen the
language connections in the brain.
Figure 1. Neurons and connections
Figure 2. Synaptic density in the human brain
Construction of the Brain
We have explored how the brain develops at the cellular level with
neurons and connections. Understanding the different parts of the
brain as a whole and how it functions and develops also is useful.
The brain grows in sequential fashion, from bottom to top, or from the
least complex part (brain stem) to the more complex area (cortex). If
you draw a line from the forehead to the chin and open the brain for a
side view, you would see the brain as it is shown in Figure 3.
Figure 3.Brain: side view
The basic elements of the human brain include the following:
1. The brainstem is at the base of the skull and it controls most
basic life activities, including blood pressure and body temperature.
2. The midbrain is at the top of the brainstem and it controls motor
activity, appetite and sleep.
3. The cerebellum is behind the brainstem and it coordinates movement
and balance.
4. The limbic system is in the central part of the brain and it
controls emotions, attachment and memory.
5. The cortex is the top layer of the brain and is about the depth of
two dimes placed on top of each other. The cortex is the "executive
branch" of the brain that regulates decision-making and controls
thinking, reasoning and language.
The cerebral cortex contains 80 percent of the neurons in the brain.
Because it is the least developed part of the brain at birth and keeps
developing until adolescence and even beyond, the cortex is more
sensitive to experiences than other parts of the brain.
Construction of the brain is somewhat like the construction of a
house. A house is built from the foundation up and different parts of
the structure have different functions. Also, like the brain, once the
architecture is in place, you can continue learning and "add on" or
"decorate." But, if you have to move a wall or add a window, it is
more difficult and expensive than if you had done it earlier in the
building process.
Critical Periods of Brain Development
Brain development proceeds in waves, with different parts of the brain
becoming active "construction sites" at different times. The brain's
ability to respond to experience presents exciting opportunities for a
child's development.
Learning continues throughout life. However, "prime times" or "windows
of opportunity" exist when the brain is a kind of "supersponge,"
absorbing new information more easily than at other times and
developing in major leaps. While this is true especially in the first
three years of life, it continues throughout early childhood and
adolescence. For example, young children learn the grammar and meaning
of their native language with only simple exposure.
While learning later is possible, it usually is slower and more
difficult. Some improvement in most skills is possible throughout
life. However, providing children with the best opportunity for
learning and growth during the periods when their minds are most ready
to absorb new information is important.
Visual and auditory development
The "prime time" for visual and auditory development, or a child's
capacity for learning to see and hear, is from birth to between 4 and
5 years old. The development of these sensory capacities is very
important for allowing children, especially babies, to perceive and
interact with the world around them. During the first few months,
especially, babies need to see shapes, colors, objects at varying
distances and movement for the brain to learn how to see. Babies also
need exposure to a variety of sounds so their brain can learn to
process that information and allow for responsiveness by hearing
something.
Language development
The "prime time" for language development and learning to talk is from
birth to 10 years of age. Children are learning language during this
entire period. However, the "prime time" for language learning is the
first few years of life. Children need to hear you constantly talk,
sing and read to them during these early years. Respond to their
babbling and language efforts.
Children vary in their language development during these first years,
so parents should allow for some variation in children's abilities at
different ages. They should encourage language development, be patient
and seek assistance from a qualified professional if concerns arise
about a child's progress in this area.
Physical and motor development
The "prime time" for physical and motor development in children is
from birth to 12 years of age. Children become physically ready for
different aspects of motor development at different times. Large motor
skills, such as walking, tend to come before the refinement of fine
motor skills, such as using a crayon.
A child needs several years to develop the coordination skills to play
catch with a ball easily, and even then refinement of such skills
continues into a child's early adolescence. Parents should monitor a
child's motor development but be patient since children vary in their
rates of development.
Emotional and social development
The "prime time" for emotional and social development in children is
birth to 12 years of age. Differing aspects of emotional and social
development, which incorporate higher capacities, such as awareness of
others, empathy and trust, are important at different times. For
example, the real "prime time" for emotional attachment to be
developed is from birth to 18 months, when a young child is forming
attachments with critical caregivers. Such development provides the
foundations for other aspects of emotional development that occur as
children grow.
Emotional intelligence is critical to life success. The part of the
brain that regulates emotion, the amygdala, is shaped early on by
experience and forms the brain's emotional wiring. Early nurturing is
important to learning empathy, happiness, hopefulness and resiliency.
Social development, which involves both self-awareness and a child's
ability to interact with others, also occurs in stages. For example,
sharing toys is something that a 2-year old's brain is not fully
developed to do well, so this social ability is more common and
positive with toddlers who are 3 or older. A parent's efforts to
nurture and guide a child will assist in laying healthy foundations
for social and emotional development.
Conclusion
The development of a child's brain holds the key to the child's
future. Although the "first years last forever" in terms of the rapid
development of young children's brains, the actual first years of a
child's life go by very quickly. So touch, talk, read, smile, sing,
count and play with your children. It does more than make both of you
feel good. It helps a child's brain develop and nourishes the child's
potential for a lifetime.
)(
--
Wednesday, January 18, 2012
our eyes Things you did not know about your EYES.
Things you did not know about your EYES.
Few people could argue that without our 5 senses life would be pretty dull. All our senses are extremely important but I think if you asked most people which sense would they least like to lose they would probably say their vision.
As with most of our abilities our vision is something that many of us take for granted. If you stop and think for a moment, you will realize that just about everything we do in our day to day life involves our vision. During this article I am going to try and see if I can get you to start thinking a little bit more about your eyes. Listed below is my top 10 list of weird and wonderful things you didn’t know about your eyes.
1. Everyone needs reading glasses as they get older
This is assuming that you already have perfect distance vision. If you are currently reading this article and are under 40 years of age with perfect distance vision, I can say with absolute certainty that you will need reading glasses at some point in the future. For about 99% of the population the age that you will first start needing reading glasses is between 43 and 50 years old. This is because the lens in your eye slowly loses its focusing ability with age. In order to focus things near to you, your lens has to change from a flat to a more spherical shape and it loses the ability to do this as you get older. As you get to around 45 years old you will start to hold things further away from you to keep them focus.
2. The lens in your eye is quicker than any camera lens
Just behind the pupil sits the eyes natural lens, whose function is to focus on the object you are looking at. Just take a minute to glance around the room and think about how many different distances you are focusing at. Every time you do this, the lens in your eye is instantly changing focus without you even being aware of it! Compare that with a camera lens which takes a few seconds to focus between one distance and another. Just be thankful that the lens in your eye is as quick as it is, otherwise things would be continually going in and out of focus.
3. Your eyes are fully developed by the age of 7 years old
By the age of 7 years old our eyes are fully developed and are physiologically the same as adult’s eyes. It is for this reason that it is vitally important to pick up a lazy eye before we reach this age. The earlier a lazy eye is diagnosed, the greater the chance it will respond to treatment, as the eyes are still developing and capable of an improvement in vision. Beyond 7 years old no amount of treatment will result in any improvement in vision.
4. You blink approximately 15,000 times each day
Blinking is a semi- involuntary function meaning we do it automatically, but can also choose to blink if we so require. Blinking is an extremely important function of your eyes as it helps remove any debris on the surface of your eye, by spreading fresh tears over them. These tears help to nourish your eyes with oxygen and also have important anti bacterial properties. You can think of the function of blinking as being similar to the action of the windscreen wipers on your car, cleaning and removing everything to keep you seeing clearly.
5. Everyone gets cataracts as they get older
People don’t realize that cataracts are just a normal consequence of getting older and everyone gets them at some point in their life. You can think of cataracts as being similar to getting grey hair, in that it is just a normal natural age change. The average age people first get cataracts is about aged 70 years old and by 80 years old you are guaranteed to have cataracts. In the same way that you could not find any aged 80 years old without grey hair, it would be equally impossible to find anyone over 80 years old without cataracts. Cataracts refer to a gradual clouding of the lens in your eye and typically take about ten years from onset to them needing treatment.
6. Diabetes is often first detected during an eye test
People who suffer from type 2 diabetes (the type you develop later in life) are often symptom free, meaning they often don’t even know that they have it. This type of diabetes is commonly picked up during an eye test as it can be seen as tiny hemorrhages from leaking blood vessels at the back of your eye. This certainly is good reason to get your eyes tested regularly.
7. You see with your brain and not your eyes
The function of your eyes is to collect all the required information about the object you are looking at. This information is then passed from your eye to the brain via the optic nerve. It is the brain (visual cortex) where all this information is analyzed to enable you to ‘see’ the object in its finished form. This is not to say that your eyes don’t play an important role as they certainly do.
8. Your eyes can adapt to blind spots in your vision
Certain eye conditions such as Glaucoma and certain general health conditions such as having a stroke, can lead to you developing blind spots in your vision. This would be extremely debilitating if it wasn’t for your brain and your eyes ability to adapt to make these blind spots disappear. It does this by suppressing the blind spot in your affected eye and letting your other good eye ‘fill in the gaps’. It is adaptation like this that makes your eyes so resilient.
9. 20:20 vision is not the best vision you can have
When people hear the phrase 20:20 vision they assume that this is the best vision possible. However this is not true as 20:20 vision refers to what the average adult should be able to see. If you imagine a typical eye test chart the 20:20 vision is probably only the line second from the bottom. The line below it is even smaller than 20:20 vision and would mean you have 20:16 vision. So don’t be so impressed next time someone tells you they have 20:20 vision!
10. Your eyes water when they are dry
I know this might sound crazy but this is one of strange facts about your eyes. Your tears are made up of 3 different components and they are water, mucus and fat. If these 3 components are not in exactly the right quantities, your eyes can become dry as a consequence. Your brain responds to this dryness by producing extra water and hence your eyes water.
--------------------------------------------------------------------------------
Few people could argue that without our 5 senses life would be pretty dull. All our senses are extremely important but I think if you asked most people which sense would they least like to lose they would probably say their vision.
As with most of our abilities our vision is something that many of us take for granted. If you stop and think for a moment, you will realize that just about everything we do in our day to day life involves our vision. During this article I am going to try and see if I can get you to start thinking a little bit more about your eyes. Listed below is my top 10 list of weird and wonderful things you didn’t know about your eyes.
1. Everyone needs reading glasses as they get older
This is assuming that you already have perfect distance vision. If you are currently reading this article and are under 40 years of age with perfect distance vision, I can say with absolute certainty that you will need reading glasses at some point in the future. For about 99% of the population the age that you will first start needing reading glasses is between 43 and 50 years old. This is because the lens in your eye slowly loses its focusing ability with age. In order to focus things near to you, your lens has to change from a flat to a more spherical shape and it loses the ability to do this as you get older. As you get to around 45 years old you will start to hold things further away from you to keep them focus.
2. The lens in your eye is quicker than any camera lens
Just behind the pupil sits the eyes natural lens, whose function is to focus on the object you are looking at. Just take a minute to glance around the room and think about how many different distances you are focusing at. Every time you do this, the lens in your eye is instantly changing focus without you even being aware of it! Compare that with a camera lens which takes a few seconds to focus between one distance and another. Just be thankful that the lens in your eye is as quick as it is, otherwise things would be continually going in and out of focus.
3. Your eyes are fully developed by the age of 7 years old
By the age of 7 years old our eyes are fully developed and are physiologically the same as adult’s eyes. It is for this reason that it is vitally important to pick up a lazy eye before we reach this age. The earlier a lazy eye is diagnosed, the greater the chance it will respond to treatment, as the eyes are still developing and capable of an improvement in vision. Beyond 7 years old no amount of treatment will result in any improvement in vision.
4. You blink approximately 15,000 times each day
Blinking is a semi- involuntary function meaning we do it automatically, but can also choose to blink if we so require. Blinking is an extremely important function of your eyes as it helps remove any debris on the surface of your eye, by spreading fresh tears over them. These tears help to nourish your eyes with oxygen and also have important anti bacterial properties. You can think of the function of blinking as being similar to the action of the windscreen wipers on your car, cleaning and removing everything to keep you seeing clearly.
5. Everyone gets cataracts as they get older
People don’t realize that cataracts are just a normal consequence of getting older and everyone gets them at some point in their life. You can think of cataracts as being similar to getting grey hair, in that it is just a normal natural age change. The average age people first get cataracts is about aged 70 years old and by 80 years old you are guaranteed to have cataracts. In the same way that you could not find any aged 80 years old without grey hair, it would be equally impossible to find anyone over 80 years old without cataracts. Cataracts refer to a gradual clouding of the lens in your eye and typically take about ten years from onset to them needing treatment.
6. Diabetes is often first detected during an eye test
People who suffer from type 2 diabetes (the type you develop later in life) are often symptom free, meaning they often don’t even know that they have it. This type of diabetes is commonly picked up during an eye test as it can be seen as tiny hemorrhages from leaking blood vessels at the back of your eye. This certainly is good reason to get your eyes tested regularly.
7. You see with your brain and not your eyes
The function of your eyes is to collect all the required information about the object you are looking at. This information is then passed from your eye to the brain via the optic nerve. It is the brain (visual cortex) where all this information is analyzed to enable you to ‘see’ the object in its finished form. This is not to say that your eyes don’t play an important role as they certainly do.
8. Your eyes can adapt to blind spots in your vision
Certain eye conditions such as Glaucoma and certain general health conditions such as having a stroke, can lead to you developing blind spots in your vision. This would be extremely debilitating if it wasn’t for your brain and your eyes ability to adapt to make these blind spots disappear. It does this by suppressing the blind spot in your affected eye and letting your other good eye ‘fill in the gaps’. It is adaptation like this that makes your eyes so resilient.
9. 20:20 vision is not the best vision you can have
When people hear the phrase 20:20 vision they assume that this is the best vision possible. However this is not true as 20:20 vision refers to what the average adult should be able to see. If you imagine a typical eye test chart the 20:20 vision is probably only the line second from the bottom. The line below it is even smaller than 20:20 vision and would mean you have 20:16 vision. So don’t be so impressed next time someone tells you they have 20:20 vision!
10. Your eyes water when they are dry
I know this might sound crazy but this is one of strange facts about your eyes. Your tears are made up of 3 different components and they are water, mucus and fat. If these 3 components are not in exactly the right quantities, your eyes can become dry as a consequence. Your brain responds to this dryness by producing extra water and hence your eyes water.
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