Importance of Brain Development

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PREFACE
The brain is a complex organpartly overwhelming and partly arousing curiosity. Born of
these emotions and driven by the need to know what makes the brain tick amongst children
and adolescents in India, this book analyses aspect such as parental attributes and socio-
economic status of the families and examines their association with positive deviance in
child development.
India with the second-largest child population in the world with 1.21 billion comprises almost
13.1 per cent of child population aged 0-6 years and it needs to plan child development
carefully as part of its programme for national social well-being. This is imperative more so
since a substantial chunk of its population currently lives below the poverty line is
malnourished and suffers poor health. India accounted almost 43 per cent underweight
children against 32% in Pakistan and 9% in South Africa, as per the World Health
Organization. Nutritional level among the children is the basic element of their overall
mental and physical development. This segment has no access to education, resides in sub-
standard housing complexes, with limited attention paid to sanitation. In addition, the poor
quality of childcare, if any, hinders the development of the brain to the desired extent. In
this context then, there emerges a yawning gap between a childs growth and development
and the synergy between his environments, the economic status of his family and the
nutrition available to him.
Earlier, the joint family systemthe primary institution of Indian societytook charge of
childcare. So, a childs physical, psychological, social and cognitive development was assured
by the resources offered by this institution. The subsequent transition from a joint to a
nuclear family and the resulting changes in socio-economic status have somewhat adversely
affected society, today.
Given the new constraints, traditional childcare is neglected and its progressive erosion has
caused abuse and exploitation. Not surprising then, that parent participation in early
childcare and education is taken as a pre-requisite to improving child development and
strengthening parenting skills through contact with other families, today.
For parents to be effective, it is not enough to simply rely on natural instincts. They have
to also know what works in the context of their family. And it is here that several inter-
disciplinary factors are at play.
Existent research by psychologists, social workers and educationists has focused on the
importance of early brain development in a child for it establishes his social competence,
cognitive skills, emotional well-being, behaviour pattern, language, literacy skills, and
physical abilities towards overall competence and life resiliency. While there is significant
interest and tremendous investment already in place for such studies, it is necessary to
understand the scientific basis behind brain development in a child.
The first eight years in a childs life are deemed most sensitive since thats when the wiring
for specific abilities is established in the brain. A childs inquisitiveness and creativity
create new connections to acquire skills and the parents here, must provide responsive,
nurturing and encouraging experiences. Children who are well-nurturedphysically,
emotionally, socially and intellectuallydevelop a multitude of neural connections that serve
them well in life.
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They develop the confidence to try out new things with parental support minus the strict
vigil by parents, which may make them feel guilty or instil in them a sense of incompetency
leading to a lack of self-confidence subsequently. Such emotions may have a mixed effect
on their mental development. The need of the hour then, is to create an encouraging and
nurturing environment for optimal brain development.
Cognitive development of a child follows a sequence though there are many hurdles
encountered here. Not all children in the same age group display the same development
skillssome may show some remarkable cognitive skills earlier than others. Careful and
regular observation by educational professionals and psychologists is necessary to monitor a
childs development through brain mapping over time.
While regular physical exercises and computer-aided brain games keep the neurons active
and regenerating it is felt that, over time, neurons that are not stimulated will fail to
reconnect. Neuroplasticity exercises are then highly recommended before neurons begin to
die. Recently, neuroscientists have discovered that the brain can regenerate not only neural
connections but the neurons themselves. No wonder then, that brain games today, are being
rebranded as neuroplasticity exercises. However, this is still an emerging area of fitness
and needs to be handled with caution. This is especially true given the free and unfettered
access to the internet these days. It is imperative then, for parents to monitor internet
usage and time spent online. Such resources should be put to good use and the contents of
the programmes should be discussed with children to keep their minds functioning.
It has been noted that children these days are under tremendous pressure to perform. In
this context, the higher levels of workload and the resultant stress and anxiety takes a
significant toll on their health. In addition, stressful events in childhood are known to
increase the risk of ill health during adulthood and more importantly, contribute to the
development of physical and mental health problems and learning disabilities. This is where
meditation and chanting offers relief. These activities also provide a deep sense of
connection, relaxation and self-control for everyone. The ancient Vedic science of India
through the chanting of mantrasstimulates the subliminal power centres body while
putting pressure on tongue, lips, vocal cord, palate and the connecting regions in the brain
generated by continuous enunciation of the various mantras. This creates a resonance in the
nerves and the subtle threads of the brain, represented by the right hemisphere. Such an
activity combats psychological disorders and is recommended asa tonic for good mental
health and enthusiasm for those engaged in monotonous and stressful work.
With a view to enabling parents and children to comprehend what it takes to build
environments that foster and catalyse growth while ensuring optimal brain development,
this book is divided into 12 chapters: (1) Brain developmentwhy be aware?(2) The anatomy
of the brain and its working(3) The early years of brain growth (4) Balanced food and
nutritionhow this helps(5) The importance of breathing and Oxygen (6) The Endocrine
system (7) Brain-related diseases (8) Yoga and its contribution (9) The implication of
cognitive Neuroscience for brain development (10) The psychological and behavioural
aspects of brain development (11) MeditationIts Impact on the brain (12) Karatethe
physical stimulant.
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Chapter One
THE NEED FOR AWARENESS IN BRAIN DEVELOPMENT
Neuroscience is the study of the brain development and the nervous system. The brain is
constantly changing and everything we do changes our brain and allows us to continuously
take account of the environment and conserve memories to use in the future. It is the
organ that enables us to adapt to our environment and to learn. Unfortunately, the brain
education is still in its infancy, almost neglected in the routine grind of the syllabus.
Understanding the brain mechanisms that enhance learning and memory, the effects of age,
genetics, the environment, emotions and the motivation on learning could enable us to design
educational strategies for people of all ages and all needs.
According to the World Health Organisation, mental health has been described as a state
of complete physical, mental and social well-being and not merely the absence of disease or
infirmity. The mental health is a state of well-being in which the individual realises his or
her own abilities, can cope with the normal stresses of life. A persons mental health is
affected by factors such as social structures, his experiences and his social structures,
resources and cultural values. It is influenced social interactions including cultural values.
Experiences in everyday life, schools, on streets and at workplace have a remarkable
influence on it.
A recent survey carried out by Nimhans indicates that nearly 150 million Indians aged 13
and above, are likely to be suffering one or more mental health problems and need
treatment. This constitutes nearly 13.7% of Indias general population, out of which 10.6%
require immediate interventions. It is further estimated that between 2012 and 2025, the
number of healthy years lost to dementia, a disease related to loss of memory will increase
from 1.7 million to 3.2 million, by approximately 82%.
In developing countries like India with a multitude of social, ethnic and lingual diversities it
is imperative that proper training is imparted to the teachers to research methodologies,
the strengths & limitations of behavioural methods and the methods that measure brain
activity.
The brain influences the outward appearance and behaviour of humans and affects the
setting of stimuli and events in their social context, solely depending on differing mental
states, intentions, and desires. A large portion of our brain's function is also allocated for
sharing of thoughts and emotions, inherent in various social interactions. This part of the
brain invigorates social functioning, altruism that helps us to discern emotionally and value
the intentions and feelings of others.
A lot of work has been done by scientists and psychologists to get a complete
understanding of what causes mental illnesses. From the structural and organizational
complexity of the brain together with the complexity of effects that mental illnesses have
on thoughts, feelings, and behaviours, it is really difficult to figure out the causes of
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mental illnesses. The fields of psychiatry, and psychology and neuroscience address
different aspects of the relationship between the structure of the brain and individuals'
behaviours, thoughts, and feelings, and how their actions sometimes could go out of control.
Scientists, through this multidisciplinary research, are trying to pinpoint the causes of
mental illnesses. Once the causes of mental illness are established, this knowledge can be
used to develop new treatments or to find a cure.
Some of the brain diseases and mental ailments trace to biological and genetic disorders,
prenatal drug or alcohol exposures, but a majority of mental health problems of addiction,
obesity, diabetes, schizophrenia, ADHD, coronary artery disease, liver & kidney failures
etc., indicate a poor early child development. Twins usually have identical DNA but will not
necessarily have the same experience arising from non-genetic external factors. This is the
reason why identical twins can have a 20 to 30% difference in behaviour as adults. This
difference is probably related to epigenetic or external effects on neuron function in early
development.
The experiences the young and adolescent students receive in the earlier part of the life
create indelible impressions on the brain and have a crucial relevance to brain development.
Proper and timely care by the parents stimulates formation of connections among brain
cells. The emotional, social and physical development of young students has a direct bearing
on their overall development and therefore it is imperative to invest in young children in
order to ensure their future well-being. Our education system and entire society cannot
afford to continue to allow large numbers of children to miss out on the positive
experiences they need in infancy and early childhood; the costs in terms of lost potential
and increasing rates of emotional and behavioural problems, are too high. Brain research
show us what children need; our challenge is to ensure that every child receives it.
While it is necessary for the students to understand the brain mechanisms that enhance
learning capabilities, memory and ensure a sound brain health, it is also equally important
for the parents as well as teachers to understand how the brain and its functions are
helpful in bringing out the dimensions of teaching competency such as induction, content,
pedagogy, and assessment.
Preteen age is the age prior to adolescence, usually the one between eight to twelve when
the child experiences distinct physical, cognitive, emotional, changes in the brain. Its a
time when the child grows independence in thinking and behaviour starts turning away from
parents and relying more on peers. This is the age they are very much in need of parental
support and more of guidance. Some girls enter into puberty at an earlier age than others
generally do; with boys tending to trail just a little behind them. The boys also experience
graving of voice and appearance of facial hair. The parents need to understand how the
preteens are changing both inside and out. Its at this age that children grow more
inquisitive and start viewing the world differently in comparison with what they have been
doing for the first 8 years of their lives. This is often referred to as a meta-cognitive
state, meaning that they are starting to develop the ability to be aware of their own
thoughts. The social landscape of the childs life changes rapidly during this period in ways
that are both proper and improper and the parents need to keep a close watch of these
developments. The children become attuned to their peers and prefer to be less identified
with their parents which may often cause embarrassment to the parents.
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The teenage adolescents, both boys and girls tend to become more self- conscious, more so
on looks keep trying on a new personality every other week influenced by the media, chat
groups and peers. Alcoholism and drug abuse among the teenagers has become one of the
major concerns for the parents these days. They may be pressurised to use drugs or
alcohol at social gatherings for giving company initially, because everyone else seems to be
doing it, only to become an addiction later on. Some pick up a false notion from their peers
that drug or alcohol abuse offers a way to escape from college or work related stress,
domestic worries or relationship issues. Many find alcohol as a substitute for satisfying
relationships, educational accomplishments. Parents who have a bar in the living room as a
proof of affluence or as a symbol of status & dignity should understand this could have a
detrimental effect on the developing brains in the young adults. Many parents have
differences in how to rear their children whether parenting together in a solid marriage or
having been separated or divorced. This is often aggravated when dealing with a child who
is abusing drugs and alcohol. It is necessary that parents resolve difference and put
conflicts aside for the sake of the child. Parental vigil is essential to getting your child off
drugs. It is very important for the parents not to take harsh and extreme stances they may
regret later.
With regard to emotional development the adolescent brain is also evolving in ways that
makes youngsters sensitive to their own emotions. They tend to show a overt reactivity to
emotion, but their brain is not developed in certain regions that are active in regulating
emotions. The parents should realise that it is normal for kids this age to have these really
intense swings of emotions and interpersonal dynamics.
Teachers play an important role in the educational process and can facilitate a life time of
successful learning by equipping students with a repertoire of skills, strategies and tools
for learning. Evolution of innovative strategies and methodologies of teaching are the basic
tools of effective teaching. Research is being done by neuroscientists to map the pathways
between body and brain, providing measurable evidence of the benefits of experiential
learning. The neurocognitive approach is based upon certain incontrovertible truths
concerning brain functions, which are applied to enhance strategies for developing student-
teacher relationships.
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Chapter Two
ANATOMY OF BRAIN & HOW IT WORKS
The human brain is one of the most complex organs of the human being which enables us to
move, feel, see, hear, taste, and smell and most importantly, think It controls our body,
receives information, analyses information, and stores information (our memories). The
brain produces electrical signals, which, together with chemical reactions, let the parts of
the body communicate. Nerves send these signals throughout the body.
The average human brain weighs about 3 pounds (1300-1400 g). At birth, the human brain
weighs less than a pound (0.78-0.88 pounds or 350-400 g). The number of cell remains
relatively stable irrespective of the growth of the child, but the number of connections
increases and the cells grow in size. The human brain reaches its full size at about 6 years
of age.
The brain consists of grey matter (40%) and white matter (60%) contained within the skull.
Brain cells include neurons and glial cells. The brain has three main parts: the cerebrum, the
cerebellum, and the brain stem.
Although the brain is only 2% of the body's weight, it uses 20% of the oxygen supply and
gets 20% of the blood flow. Blood vessels consisting of arteries, capillaries, veins etc.,
nourish the brain with oxygen and flush away wastes. If brain cells do not get sufficient
oxygen for 3 to 5 minutes, they begin to die. Cerebrospinal fluid (CSF) surrounds the brain.
The brain and spinal cord make up the central nervous system (CNS). The brain is linked to
the spinal cord, which runs from the neck through the backbone up to the hips. The spinal
cord carries nerve messages between the brain and the body. Peripheral nervous system
consists of the nerves that connect the CNS to the rest of the body. The autonomic
nervous system controls our life support systems that we don't control consciously such as
breathing, digesting food, blood circulation, etc. The cells of the nervous system are quite
fragile and need extensive protection from being damaged, infected by disease organisms,
and other harm. A tough, translucent membrane, called the dura mater covers the brain
and the spinal cord. Cerebro-Spinal Fluid is a clear, watery liquid that surrounds the brain
and spinal cord, and is also found throughout the ventricles. CSF provides cushioning effect
to the brain and spinal cord from shocks. The top of the skull or the Cranium surrounds and
protects the brain. The spinal cord is surrounded by hollow spinal bones, called vertebrae.
Also, some muscles serve to pad and support the spine. There is a blood-brain barrier which
prevents the brain from chemical contamination from the rest of the body. Blood is filtered
before going into the brain so that harmful chemicals do not enter the brain.
The brain consists of three main parts, the cerebrum, the cerebellum, and the brain stem,
depending on specific functions.
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Cerebrum is the is the uppermost region of the central nervous system and a large part of
the brain containing the cerebral cortex, basal ganglia, hippocampus and olfactory bulb. The
abilities like perception, thought, imagination, judgment, and decision take place from this
region of the brain. The surface of the cerebrum or the cerebral cortex is composed of six
layers of neurons, which are located on top of a large collection of white matter pathways.
The cortex is heavily rolled out on itself-- if it were to spread it out, it would actually take
up about 2500 sq. cm. It houses about 10 billion neurons, with about 50 trillion synapses.
The convolutions have ridges valleys which are serve as convenient boundaries between four
areas of the cerebrum called lobes.
The cerebrum is also divided into approximately symmetric left and right cerebral
hemispheres. The cerebrum has 4 lobes and with the assistance of the cerebellum, it
controls all voluntary actions in the body.
The frontal lobe is the part of the brain that controls important cognitive skills in humans,
such as behaviour, abstract thought processes, problem solving, creative thought,
attention, reflection, judgment etc. Coordination of movements, eye movements, sense of
smell and reactions thereto, movement of muscles, motor skills, physical reaction, sexual
urges are also initiated and controlled at this part of the brain. It is, in other words, the
control panel of our personality and our ability to communicate.
The Occipital Lobe is one of the four major lobes of the cerebral cortex in the brain and
controls vision and reading. It is the visual processing centre of the visual cortex of the
brain.
The Parietal Lobe is Located at the back of the head directly under the skull bone.,
assisting in the processing of visual images. When we touch a hot stove, it is this part of
the brain that perceives the danger and sends an urgent message to our muscles to move
our hand. Damage to the parietal lobe will result in difficulty in reading, recognizing people
and having a comprehensive awareness of his body and positioning of limbs in space.
The Temporal Lobe is located at the bottom middle part of cortex right behind the temples
which processes auditory information from the ears and selective hearing. It enables us to
be able to listen, comprehend, or understand speech. In the absence of the temporal lobe,
we would not be able to understand someone talking to us. It also makes sense of the all the
different sounds and pitches and wavelengths received and being transmitted from the
sensory receptors of the ears.
Fig-1 The Brain

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Then Endocrine System consists of the right hemisphere which controls the left side of
the body, temporal and spatial relationships, analysing nonverbal information, communicating
emotion and it represents the more artistic and creative functions of the brain. The left
hemisphere controls the right side of the body, produce and understand language and it is
the more academic and logical side of the brain.
Above the thalamus, under the cortex and connects the right and left hemispheres of the
brain. The Corpus Callosum is the part of the mind that allows communication between the
two hemispheres of the brain. It transmits neural messages between both the right and
left hemispheres.
Located at the lower area of the brain, the Cerebellum is responsible for balance, posture
and coordination of muscles. It is extremely important for being able to perform everyday
voluntary tasks such as eating, walking and writing. It is also essential to being able to stay
balanced and upright. Patients with damaged cerebellums often fail to maintain proper
muscle coordination and therefore end up in struggling with keeping their balance.
The Brain Stem is the central trunk of the mammalian brain. This consists of the medulla
oblongata, pons, and midbrain, and the spinal cord.
The hypothalamus is located below the thalamus containing a number of small nuclei with a
variety of functions. The hypothalamus links the nervous system to the endocrine system
through the pituitary gland. It controls moods, motivation, hunger, thirst, sleep,
temperature regulation, sexual urge and other hormonal body processes.
The optic chiasm is located at the bottom of the brain immediately below the hypothalamus.
The optic nerve fibres on the nasal sides of each retina runs to the other side of the brain
allow the visual cortex to receive the same visual field from both eyes.
The pituitary gland sits in a bony hollow called the pituitary fossa located behind the nose
bridge close to the optic nerves. It is often considered the most important part of the
endocrine system because it produces hormones that control many functions of other
endocrine glands which produce growth & puberty hormones, thyroid stimulating hormone
(TSH). It controls hormonal body processes, physical maturation, sexual maturation and
functioning.
The spinal cord is a long, fragile tube-like structure that begins at the end of the brain
stem and continues down almost to the bottom of the spine. The nerves inside the spinal
cord carry incoming and outgoing messages between the brain and the rest of the body. It
is also the centre for reflexes and source of sensation and movement.
The spinal cord weighing about 35 grams is a bundle of nerves protected by a series of
doughnut-shaped bones called vertebrae and it connects the brain to other parts of the
body. The human spinal cord is about 43-45 cm long and contains nearly 13,500,000 neurons
that transmit electro-chemical signals. The vertebral column which supports the spinal cord
it is about 70 cm long and has 31 pairs of spinal nerves.
The pineal gland is an endocrine gland in the vertebrate brain, which produces melatonin, a
serotonin derived hormone. Serotonin affects the modulation of sleep patterns. Spiritual
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traditions and esoteric schools have long known this area in the middle of the brain to be
the connecting link between the physical and spiritual worlds. It is the source of ethereal
energy of humans and considered important in initiating spiritual as well as supernatural
powers.
The Amygdala lies deep in the centre of the limbic emotional brain and has the size and
shape of an almond. It is alert to the needs of basic survival like thirst, hunger, sex,
emotions such as grief, laughter, anger and fear. Consequently it inspires aversive actions,
and has been associated with a range of mental conditions including depression. Male brains
have larger amygdala, more enlarged in the brains of sociopathic personalities and it shrinks
in the elderly persons.
The brain and spinal cord are made up of a no. of cells, including neurons and glial cells.
Neurons are the cells that send and receive electro-chemical signals to and from the brain
and nervous system up to a speed of 200 mph. There are about 100 billion neurons in the
brain. There are many more glial cells and they provide support functions for the neurons.
There are many types of neurons. It varies in size between 4 microns and 100 microns in
diameter and a fraction of an inch to several feet in length. The neuron consists of a cell
body with branching dendrites which act like signal receivers and a projection called an
axon, which conduct the nerve signal. The axon terminals at the other end transmit the
electro-chemical signal across a synapse, which is the gap between the axon terminal and
the receiving cell.
The axon, a long extension of a nerve cell takes information away from the cell body. The
Central Nervous System (CNS) consists of bundles of axons popularly known as nerves.
Dendrites bring information to the cell body. Myelin insulates the axon, enhancing
transmission speed along the axon. It is produced by Schwann's cells, and consists of 70-
80% fat and 20-30% protein.
A neuron can have 1,000 to 10,000 synapses and communicates with as many nos. of other
neurons, muscle cells, glands, etc.
The brain produces more than 50 identified active drugs, associated with memory,
intelligence, still others are sedatives
Endorphin is the brain's painkiller - produced by the central nervous system and pituitary
gland. Secretion of endorphins leads to decreased feeling of pain, feelings of euphoria,
appetite modulation, release of hormones related to sex and enhancement of the immune
response. High endorphin levels make us feel better and consequently, fewer negative
effects of stress on us.
Serotonin, an opiate-like chemical is manufactured from tryptophan, an amino acid in the

brain and is involved in the transmission of nerve impulses. Serotonin is a neurotransmitter,
involved in the transmission of nerve impulses. Neurotransmitters are the brain chemicals
that communicate information throughout our brain and body. They relay signals between
nerve cells, known as neurons. The neurotransmitters tell the heart to beat, the lungs to
breathe, and the digestive system to digest. It is manufactured in the body using the amino
acid tryptophan. Release of serotonin or other drugs causes the other nerve to fire and
continue the message along the "cable". It helps maintain a "happy feeling," and keeps our
moods under control with sleep, calming anxiety, and relieving depression. Low Serotonin
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levels results in depression leading to symptoms like apathy, anxiety, fear, stress, insomnia,
restlessness and fatigue.
Dopamine is a chemical messenger that helps in the transmission of signals in the brain and
other vital areas. It makes people talkative and excitable, controls movement, emotional
response and ability to experience pleasure and pain. It affects brain processes that
control movement, emotional response, and ability to experience pleasure and pain.
Norepinephrine is a hormone most responsible for vigilant concentration and alertness. It

improves vigilant concentration and alertness. It influences parts of the brain where
attention and responding actions are controlled. Epinephrine, togetherwith norepinephrine
also causes the fight-or-flight response, increasing heart rate, causing the release of
glucose and increasing blood flow to skeletal muscle.
Acetylcholine is a brain chemical which improves cognitive functions like attention &
memory. In the peripheral nervous system, this neurotransmitter is a major part of the
autonomic nervous system and works to activate muscles.
Brain functions are controlled by a chemical known as Tyrosine. This amino acid is good for
those who have prolonged and intense stress or depression.
Epinephrine improves heart rate and breathing and plays an important role in the fight-or-
flight response by increasing blood flow to muscles, output of the heart, pupil dilation, and
control of blood sugar.
Oxytocin stimulates love, affection, social recognition, pair bonding, anxiety, and maternal
behaviours & psychological stability.
Another brain chemical, known as Cortisol is an important hormone which causes stress.
Early experiences affect later emotional, behavioural and stress reactivity of the
hormones. It regulates or modulates many of the changes that occur in the body in
response to stress including, blood-sugar levels, fat, protein and carbohydrate metabolism,
immune responses, blood pressure, heart and blood vessel contraction and central nervous
system activation. Prolonged exposure to elevated cortisol may retard the development of
brain areas related to memory, negative emotions, and attention. Care, proper mentoring
and guidance can prevent excessive cortisol formation.
Another organic compound involved in local immune responses as well as regulating

physiological function is Histamine. Histamine is involved in the inflammatory response and
induces itching sensation.
Melatonin is a natural hormone which makes us feel relaxed is made by the body's pineal
gland. This is a small gland located just above the middle of the brain. During the day the
pineal is inactive. During the night the pineal is turned on and begins to produce melatonin,
which is released into the blood. Accordingly, melatonin levels in the blood rise sharply and
one begins to feel sleepy. Melatonin levels in the blood stay elevated for about 12 hours - all
through the night before they fall back to low and undetectable levels in the daytime.
The brain is the hub of the nervous system containing nearly 100 billion nerve cells. Each
cell is connected to around 10,000 others. The nervous system is a network of cells called
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neurons which transmit information in the form of electrical signals. The brain consists of
100 billion neurons, each one of which is engaged in communicating with thousands of
others. Neurons communicate with each other at special junctions where chemicals help to
bridge the gap between one neuron and the next. The spinal cord receives information from
the skin, joints and muscles of the body. It also carries the nerves that control all
movements. The brain is the most complicated part of the nervous system. It receives
information directly from the ears, eyes, nose and mouth, as well as from the rest of the
body via the spinal cord. It uses this information to help one react, remember, think and
plan, and then sends out the appropriate instructions to the body.
The peripheral nervous system (PNS) is under voluntary control, which transmits
instructions from brain to the limbs. Other than controlling the muscles and joints, it sends
all the information from the senses back to the brain. Some parts of the PNS are
controlled by the brain automatically, which form the autonomic nervous system. It
manages some actions the body does 'without thinking' like digestion and temperature
control.
The nervous system consists of two types of cells : neurons and glial cells. Neurons are the
main constituents of the nervous system. Information travels along neurons as nerve
impulses similar to electrical signals. These nerve signals are passed to the next neuron in
the chain at special sites known as synapses. Glial cells are more in number than neurons,
almost ten times as many of them. Unlike neurons, the glial cells do not conduct electrical
impulses; they are just responsible for maintenance of the brain and upkeep of the
structure.
All neurons have the same basic parts. The axon is a nerve fibre which transmits electrical
signals from the cell body. Dendrites are fibres that branch out and receive electrical
signals from other neurons. Shape and size of a neuron is determined by the job it does.
While the axons of some neurons are hardly millimetre long, axons that carry signals from
the spinal cord to the tip of the toe can be longer than a few metres.
The nerve impulses carried by neurons are passed on to other neurons at the synapses. The
signal is directly transferred at electrical synapses. In case there is no physical link
between adjacent neurons, the impulse can also be carried across the gap, by chemicals
called neurotransmitters. Nervous system can chnage the way a message is passed on
through the neurotransmitters. Each neuron can communicate with one or many other
neurons, adding to the complexity of the brain structure.
When a nerve impulse reaches the synapse at the end of a neuron, it stops there before
the next one. Instead, it activates the neuron to release a chemical neurotransmitter. The
neurotransmitter moves across the gap between two adjacent neurons. On reaching the
other side, it fits into a tailor-made receptor on the surface of the target neuron, like a
key in a lock. This process converts the chemical signal back into an electrical nerve
impulse.
The brain uses over 50 different neurotransmitter chemicals. The signals carried by some
neurotransmitters excite the target cell while others dampen down their activity, which
solely depends on the type of neurotransmitter released at the synapse and the receptors
in the vicinity. This is what deepens the contrast between light and dark in the eye, for
example.
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Axons carry nerve impulses like electrical signals whenever here is a difference between
the inside of the axon and its surroundings. As soon as the nerve is activated, there is a
change in the voltage across the wall of the axon, caused by the movement of ions in the
neuron. This triggers a wave of electrical activity from the cell body up to the synapse
through the axon. Nerve impulses code information which is transmitted quickly.
Neurons are sheathed by a fatty substance called myelin, which acts as an electrical
insulator, and causes signals to travel faster. For patients suffering from sclerosis or
hardening of the myelin around the axons, and the nerves can no longer carry electric
signals between the brain and body efficiently.
The autonomic nervous system is that part of the nervous system responsible for control of
the bodily functions not consciously directed, such as breathing, digestive processes and
heart functions. The autonomic nervous system is of two types : The sympathetic system
which is responsible for the body's 'fight or flight' reaction; and the parasympathetic
system which takes care of the workings of the body during rest and recuperation. It also
controls the heart rate and body temperature under normal conditions.
Our brain is divided into the hindbrain, midbrain and the forebrain. The former two are
collectively known as the brainstem. The forebrain includes the cerebral cortex, the outer
layer of grey matter of the cerebrum, found only in mammals, including humans. It is
divided into the left and right hemispheres, joined by a thick bundle of nerves.
It is believed that our forebrain became larger during human evolution, as our cerebral
cortex increased in size. The outside of the human brain looks like a walnut. The cerebral
cortex of humans is larger compared to the rest of the brain unlike other animals. The
cerebral cortex manages many of our unique skills, like language and problem solving which
other animals do not.
The right hemisphere of our brain controls the left side of our body, and the left
hemisphere controls the right side. Although the two sides of the brain look alike. their
functions are different. Generally, the left hemisphere is important for cognition, language
and reasoning, whereas the right is more important for emotion, music and recognising
faces. Most of the people prefer their right hand, which is controlled by the left side of
the brain. As this side also usually deals with language, scientists have long wondered
whether the two are linked. Apparently they are not - although right-handed people use the
left side of their brain for language, so do most left-handed people.
Scientists and doctors can study the brain in many ways. They can create an image of the
inside of the brain using Computed Tomography (CT) and Magnetic Resonance Imaging
(MRI) scans, measure how active it is and find out which parts are active when doing
particular tasks. Some studies involve artificially activating parts of the brain, employing
Transcranial Magnetic Stimulation (TMS), a magnetic method used to stimulate small
regions of the brain.
Neuroscientists are using new and improved brain scanning techniques to find out which
parts of the brain are involved in social activities including moral reasoning, decision-making,
choosing who to trust and empathy. Neuroscientists are looking into the relational aspects
13
by combining their findings with behavioural and psychology studies and providing a deeper
insight into the interactions that make us human.
Neuro-economics is a field of science that combines psychology, neuroscience and

economics to investigate how people make decisions in economic situations. We use both
emotion and rational logic to make decisions, the way we decide who to trust with our
money. The hormone oxytocin is expected to be involved in generating trust.
We use our senses to gather information about the outside world. We can see, hear, taste,
smell and touch things or detect pain, pressure, temperature, and the position and
movement of our body. All these sensations are changed into electrical signals and carried
to our brain which then puts all the information together to produce the whole picture.
Electrical signals travel via the optic nerves to an area in our brain called the thalamus,
when we look at an object. The information is sent to the visual cortex, where it is
examined in detail. Parts of the visual cortex process the colour, shape, movement and
depth of the object simultaneously. Other parts of the cortex put this information
together to give us a complete picture of the object. When we look at a scene, each part of
the visual cortex try to draw a sketch of the scene and details like movement, colour, depth
or shape are added immediately. Scientists have learnt a lot about how we see by studying
patients who have damage to these areas.
The ears enable one to detect vibrations in the air around. We call these vibrations 'sound'.
One can hear a huge range of sounds, from a deep bass to a high pitched chirping of birds,
and from a whisper to a bomb blast. Sound travels through the ears and reaches the special
receptor cells right inside the inner ear. These cells change the sound vibrations into
electrical signals, and make them pass along the auditory nerve to the brain.
We nearly 10,000 taste buds, distributed over our tongue, mouth and throat, each taste
bud in turn containing up to 100 taste receptor cells, which respond to various items in our
food. These taste cells send information about the type and amount of substance to our
brain. Tastes are traditionally divided into four categories: salt, sweet, bitter and sour or
umami the flavour common to savoury products.. Different smells trigger different
receptor cells in the lining of the nose. One can smell and detect thousands of different
substances or odorants.
Memory is the filing or recording system of the brain. The brain is made up of 100 billion
neurons which are linked to each other, and communicate through thousands of connections
synapses. Memories are formed when certain connections are reinforced and one can
store an amazing amount of information. When the connections between neurons become
strengthened, the connection is 'remembered'.
The information making up the memory of a particular moment would be stored in many
parts of the brain in the areas dealing with sensations of temperature, taste, face
recognition and language. Other areas oversee the laying down, storage and retrieval of
these memories. A part of the brain called the hippocampus is vital for forming new
memories. It is believed that the experiences making up a memory are sent from the
cortex to the hippocampus.
The hippocampus plays a vital role in converting short-term memories into long-term ones.
People who have a damaged hippocampus, can keep their memories acquired earlier, but
14
cannot lay down new ones. A person with this sort of short-term memory loss, called
amnesia, will not forget his birthday, but would have no memory of how and where he
celebrated his last years birthday. Long term memories are only the assimilation of a no. of
short term memories stored all over the cortex and retrieval is coordinated by the
hippocampus.
The working memory is a sort of online memory, required to retrieve many different
memories and keep them all in the mind at once. To talk to someone on the phone, one would
need to recognise their voice, understand what they are saying, and think up replies.
Working memory is crucial for solving problems and making plans, and this information is
held in the prefrontal cortex area of the brain.
There are six basic types of emotions--feelings of happiness or sadness, surprise or fear,
disgust and anger all of these are controlled by 42 muscles in our faces to express them.
Emotions enable us to react to situations. For example, fear will set our heart beating
faster, and feeling happy will make us smile. The limbic system of our brain takes part in
recognising and controlling the body's reactions to various emotions.
When we are scared, the fear triggers immediate changes in us the heartbeat is faster, we
feel a chill down the spine causing the hair stand up. We get ready to either attack or run.
When we recognise danger, or feel afraid, we are using an area of our brain called the
amygdala. Similarly, when we are happy the pleasure centres in the brain are triggered.
They release a chemical dopamine. a 'feel-good' chemical. However, the system can be
affected by drugs, including nicotine and alcohol. These drugs act like feel good chemicals,
producing pleasure. But with increased use, unpleasant symptoms appear when it is not
available. This causes what is typically known as withdrawal, contributing to drug addiction
further.
When we are tickled or hear jokes we laugh almost involuntarily. Similarly we become angry
cry, these emotions the amygdala turn triggers a response in the hypothalamus, a key area
for many of the things our brain does 'without thinking'. When we recollect an emotional
event, we recall not only what happened, but also how we felt. This can be termed as an
emotional memory. Both types of memory can be triggered by something we heard, saw or
even smelt, at the time. Even if we cannot remember what actually happened, we continue to
store early emotional memories,
Mirror neurons are a set of neurons active both when we perform an action and when we
see or hear others performing the same action. They are important in a variety of brain
processes, but we are only just beginning to understand them. Some scientists think mirror
neurons will be the key to explaining complex human processes such as empathy and
imitation.
Many scientists think mirror neurons help in empathising with other people. Studies show
mirror neurons are active both when we see someone upset and when we feel upset. Other
animals have mirror neurons, but they are not so sophisticated as we have. This may explain
why we have the the unique ability to empathise. Damaged mirror neurons have been linked
to autism. People with autism can find it hard to empathise and this can impair their social
behaviour.
15
Chapter Three
FIRST SIX TO EIGHT YEARS OF BRAIN GROWTH
Early childhood is an important period of the development of the human brain. From the
conception to the first six to eight years of the childhood are the most productive part of
the life and critical to emotional, cognitive and physical as well as mental growth of the
children. The brain starts to wire itself when the child is still in the womb and carries on
until it is two years old. The brain now contains 100 billion interconnected cells, known as
neurons. The linking up of the neurons starts after the child is born.
The embryo has formed in the womb, the formation of future brain and spinal cord takes
place, followed by formation of neurons, at a speed of almost 4000 new neurons every
second. They will connect to form many networks, allowing the brain and body to
communicate via electrical signals. The embryo also produces billions of glial cells, which
help to glue these networks together and provide the neurons with support.
The embryo forms the basic structures of the brain and spinal cord during the third and
fourth weeks of its life. A neural tube is formed along the groove running along the length
of the embryo which folds up to make a cylinder. At the head end of the tube, three
compartments start to grow to be called the forebrain, midbrain and hindbrain latter. The
embryonic brain grows bigger and is filled with fluid.
Women who are trying to conceive are generally advised to take folic acid daily until the
12th week of pregnancy in order to enable the embryonic brain and spinal cord to grow
properly and reducing the risk of both spinal bifida and brain development diseases such as
anencephaly. Inadequate nutrition before birth and in the first years of life can seriously
retard brain development, lead to learning disabilities and various other behavioural
disorders and mental retardation.
Important neural pathways and connections are progressively developed after birth in early
childhood leading to brain maturation. How the brain and central nervous system grows and
develops is determined by the early childhood development. The impact of the environment
affects the number of brain cells, the number of connections among them and the way
these connections are wired.
The first brain cell is born 2 days after conception and the cells keep proliferating at an
astonishing rate of 5,00,000 nos. per minute. By the time the child is born the brain has
around 100 billion neurons out of which only 17% are activated. Each brain cell has a
specific time frame in which it can be activated after which it dies. Nearly 100 billion
neurons are formed in a childs brain up to the age of 6 years out of which about 80 billion
are activated on average. Each activated cell can further develop 10,000 to 15,000
connections with other brain cells. The multiplying effect of the neurons and the synapses
causes the child to develop with age. If adequate opportunities are not available for
activation and growth, the inactive neurons and the connections therewith keep on dying.
The brain has the ability to produce nearly 8000 connections per second if stimulated
adequately. Newly formed synapses are very fragile and get strengthened during sleep.
Colours, shapes, letters and numbers require hundreds of repetitions to create the link
whereas social and emotional pathways become strong even with a single occurrence
16
During the first 3 months after birth the child begins to smile, track people and objects
with their eyes, turn towards sound. At about three months, an infants ability of
recognition improves significantly; due to sufficient growth in the hippocampus, the part
related to recognition memory. Language circuits in the frontal and temporal lobes become
consolidated in the first year, influenced strongly by the language an infant hears.
Upto 6 months of age it develops preferences to parents, grandparents and siblings,

imitating sounds and identifies its favourite dolls. It learns how to sit alone, identifies its
name, imitate sounds, repeats actions of elders between 6 to 12 months of age.
Between the age of 12 months and 2 years, it gradually learns how to walk without help,
imitates action of elders, exhibits innovativeness by experimenting with objects around and
takes pride in little achievements. This period witnesses dramatic changes in the brains
specific areas controlling language and speech, which develop more synapses and get
interconnected more rapidly. These changes correspond to the sudden spike in childrens
language abilities sometimes called the vocabulary explosion that typically occurs during
this period. Often a childs vocabulary will multiply four times between his first and second
birthday. During the second year, there is a considerable increase in the rate of myelin
formation, a white fatty substance that forms a medullary sheath and helps the brain
perform more complex tasks. Higher-order cognitive abilities like self-awareness are
developing: an infant is now more aware of his own emotions and intentions. He now knows
his own name and recognizes himself in the mirror.
Synaptic density in the prefrontal cortex probably reaches its peak during the third year,
almost two times of its adult level. It also continues to create and strengthen networks
with other areas. As a result, complex cognitive abilities are being improved and
consolidated. At this stage, for example, children are better able to use the past to
interpret present events. They also possess cognitive flexibility and a better understanding
of cause & effect, and more meaningful reasoning of what is going on around them.
Upto the age of 5 years, it develops language skills and expression of thoughts, enhances
finer motor skills and makes friendship with peers, plays with them but does not like lose
and understands ownership. The cognitive development starts at the age of 5 and by the
age of 8, the child shows keen interest in learning new things, gains full confidence over
language and expression learns how to play cooperatively.
Effect of different hormones acting on the growing embryo causes male and female brains
to wire up in different ways. Baby girls prefer to play with dolls, pick up language faster
whereas baby boys watch everything equally. Grownup boys show more liking for games &
sports activities and spatial skills, whereas girls are usually better at fine arts.
The brain changes throughout ones life; every experience will have its impact on the
structure of the brain. A changing brain enables us to learn and adapt to our surroundings.
The brain undergoes a series of extraordinary changes when young and it is the teenage
years that the brain undergoes a pruning process, eliminating connections that are not used
frequently or never used. No two brains are identical, not even for identical twins.
Genetics, the usage of the brain and the environments it is exposed to, dictate exactly
what kind of connections are made in the neurons.
17
In the first three years of life critical emotional components of the brain are generally
formed, Therefore a secure and predictable environment is most important, including lots
of affection, understanding the babys needs is essential. Early stress of life can affect
brain function adversely--even permanently and run the risk of developing a no. of cognitive,
behavioural and emotional difficulties in the adulthood. The interaction of the child with
surrounding does not imprint any text or picture in the brain; it only affects the way brain
is wired up. By the time child attains the age of five, its brain is twice as effective as the
adults. The activity levels fall as the child attains adolescence.
Children are born ready to learn, and their brains develop only through use. The child needs
a stimulating environment with lots of different activities that give her plenty of ways to
play and learn, and lots of chances to practise what it is learning. A loving relationship with
the parents is the most important part of the childs environment. Responding to the child
with warmth and gentleness lays the foundations for its emotional development and helps to
shape the adult the child will become later. Childrens relationships shape the way they see
the world around them and affect all areas of the development of their brain.
Through relationships children learn about their world. The children closely watch how we
behave, react and communicate with other people like the spouse, the siblings, other elder
family members and friends. This gives the child a model of how to be and behave with
others and how other people will behave in return. If the child sees kind and respectful
relationships, it will try to replicate this in its relationships with others. It is very
important that when the child feels safe and attached to the parents, it is likely to have
the confidence to explore the world; maybe inadvertently it knows that they are there to
support, encourage and share new experiences with.
Play is a fun for the children and the parents too. It gives them the opportunity to explore,
observe, experiment, solve problems and learn from the mistakes. At the same time, it is
equally important to try to find a balance between helping the child, letting it make
mistakes and allowing it to learn how the world works. Physical exercises, sports increase
brain plasticity, keep the child active, develop motor skills, and help it socialize with peers.
The parent should provide child ample opportunities for active play, both at home and
outside. Positive relationships with friends and neighbours and local community influence
the childs brain development towards behaviours.
Healthy food gives the child the energy and nutrients its brain needs to grow and develop.
The eating patterns of the family in the early years can set up healthy eating habits for
rest of the life.
Preteen age, between 8 to 12 years is an extremely important period in terms of emotional

development partly due to a surge of hormones in the brain; the still under-developed pre-
frontal cortex could be the reason for their unstable behaviour. The insights provided by
neuroscience on the changes which take place during the pre-teenage years are especially
important as this is the period when so much takes place in an individual educational career.
At this time, children experience the onset of adolescence, with well-developed cognitive
capacity but emotional immaturity.
18
Chapter Four
BALANCED FOOD & NUTRITION TOWARDS BRAIN DEVELOPMENT
Most of us choose our food depending on taste, convenience or the waistline but eating for
a healthy brain is really a lot smarter. Certain foods can improve brain function, protect
against cognitive decline due to aging. Choosing the right foods can make a really important
difference to the health and functionality of this organ. A healthy, balanced diet is
important for brain development and function. Providing the right nutrition for infants and
children is very important as their brain as well as the nervous system is still forming,
otherwise it would lead to irreparable damages to the brain in the later part of their lives.
Fast foods provide unhealthy fats that risk inflammation in the brain and affect heart and
blood vessel health seriously. This is detrimental to the still developing brain and nervous
systems of infants and children. Consuming excessive quantities of fat increase the
cholesterol content in the blood, clogging the veins and blood vessels and hindering blood
supply to the brain. These fats include polyunsaturated fats, ghee and hydrogenated
vegetable oils. Sweets, packaged foods such as popcorns, boxed cakes and cookies, chips,
French fries contain high amounts of these unhealthy fats and therefore should be avoided.
Deficiency of proteins in the food may not hinder brain development in children, but lack of
sufficient iodine is critical for normal brain formation. Deficiency of iodine can lead to
irreversible brain impairment causing serious conditions such as cerebral palsy, deafness,
thyroid gland disorders and growth failure. Iodine is generally administered to mothers
during the prenatal period. It is also found abundantly in seafood..
The whole body runs on carbohydrates, however, too much of simple carbohydrates can be
harmful to the body and brain functioning by creating a sharp rise in blood sugar. Foods
high in complex carbohydrates provide just the energy necessary to the body and are not
harmful. These include peanuts, dried apricots, dried beans, yogurt, oats, cereals and
potatoes. Vinegar or lemon juice taken with the foods helps prevents rise in blood sugar.
Consuming excess sugar in your diet or frequent eating of sweets can lead to insulin
resistance. The main function of the hormone insulin is to transport sugar or glucose from
the blood to the tissues for converting into energy. Insulin resistance can lead to damaged
brain cells. As the brain requires high amounts of glucose to function and becomes deprived
of nutrients if your body cannot utilize insulin properly. Whole grains, vegetables, legumes
and fruits can provide more complex carbohydrates when compared to starchy processed
foods and can h Most of us choose our food depending on taste, convenience or the
waistline but eating for a healthy brain is really a lot smarter. Certain foods can improve
functioning of the brain, protect against age-associated cognitive decline. Choosing the
right foods can make a really important difference to the health, vitality, and functionality
of this all-important organ. A healthy, balanced diet is important for brain development and
function. Providing the right nutrition for infants and children is very important as their
brain as well as the nervous system is still forming, otherwise it would lead to irreparable
damages to the brain in the later part of their lives.
The typical fast foods are indulgent in unhealthy fats that can lead to inflammation in the
brain and seriously affect heart and blood vessel health. This is detrimental to the still
developing brain and nervous systems of infants and children. Consuming excessive
19
quantities of fat increase the cholesterol content in the blood, clogging the veins and blood
vessels and hindering blood supply to the brain. These fats include polyunsaturated fats,
ghee and hydrogenated vegetable oils. Processed and packaged foods such as microwave
popcorn, boxed cakes and cookies, chips, French fries and sweets contain high amounts of
these unhealthy fats.
sufficient iodine is critical for normal brain formation. Deficiency of this nutrient can lead
to irreversible brain impairment causing serious conditions such as cerebral palsy, deafness,
brain cells. This is because the brain requires high amounts of glucose to function and
becomes deprived of nutrients if your body cannot utilize insulin properly. Whole grains,
vegetables, legumes and fruits can provide more complex carbohydrates when compared to
starchy processed foods and can help balance blood sugar levels for healthier brain
development.
A healthy, balanced diet for children provides essential vitamins, minerals and other
nutritional foods that kids need for healthy growth and development. Vitamins and minerals
are vital for our bodies to function properly and each one plays a specific role in the body.
Foods high in antioxidants that clean the brain from free radicals that cause cell
deterioration) can dramatically reverse memory loss, restore motor coordination and
balance. These are berries, apples, guava, cherries grapes, prunes, and spinach.
The effects of coffee, sugar, nicotine heroin, alcohol, marijuana, some spices of a few
psychoactive plants and mushrooms are instantaneous and depend upon how much reaches
the brain. Their purpose is to bias the function of a specific transmitter system; usually to
enhance its function in the brain.
Research work during the last 20 years to identify the nutrients that regulate brain
function. The water-soluble B-complex vitamins together with vitamin C, and the minerals
like calcium, magnesium and zinc are the most important nutrient groups in the brain growth
and functioning.
The B-complex and C vitaminswhich act together in a chain of chemical reactionshelp

make neurotransmitterswhich are communication chemicals of the central nervous
system. Secondly, the B vitamins help nerve-cell membranes quickly send and receive
neurotransmitters. Thirdly, both nutrient groups help convert food into a compound known
as adenosine triphosphate which is used by cells for energy. Lastly, B vitamin reduces the
amino acid known as homocysteine, used by the body in cellular metabolism and the
preparing proteins. Higher concentrations of this chemical in the blood can risk heart
20
diseases due to thinning down of blood vessel lining, inflammations and increased blood
clotting.
Interestingly, the brain accounts for only 3% of body weight but it consumes 25% of blood
glucose when the body is at rest. Small quantities of the water-soluble B-complex and C
vitamins, magnesium and zinc are needed to maintain optimum brain function, Young and
adults particularly athletes, the sportsmen, and more particularly the elderly, may need
more of these nutrients. The B-complex vitamins include B1, B2, B3, B5, B6, B9 and B12.
Vitamin B1 (Thiamin) strengthens immune system, enhances learning abilities and prevents
depression, memory loss, headache, nausea, maintaining a positive attitude and improves the
ability to control mood & stress. B2 (Riboflavin) is responsible for energy production and
proper transmission of neuro-impulses, activation of vitamin B-6 & frolic acid and
production of glutathione, an antioxidant. Lacking riboflavin can lead to Parkinson and
Alzheimers diseases, migraines, epilepsy and multiple sclerosis. A no. of metabolic
syndromes is aided with riboflavin supplementation. It is not stored, unlike other vitamins
of the B complex in the body, so excess supplementation just goes to waste.
Most of us choose our food depending on taste, convenience or the waistline but eating for
a healthy brain is really a lot smarter. Certain foods can improve brain function and protect
against cognitive decline due to aging. Choosing the right foods can make a really important
difference to the health, vitality, and functionality of this important organ. Providing the
right nutrition for infants and children is very important as their brain as well as the
nervous system is still forming, otherwise it would lead to irreparable damages to the brain
in the later part of their lives.
The typical fast foods are indulgent in unhealthy fats that can lead to inflammation in the
brain and seriously affect heart and blood vessel health. This is detrimental to the still
developing brain and nervous systems of infants and children. Consuming excessive
quantities of fat increase the cholesterol content in the blood, clogging the veins and blood
vessels and hindering blood supply to the brain. These fats include polyunsaturated fats,
ghee and hydrogenated vegetable oils. Processed and packaged foods such as popcorns,
boxed cakes and cookies, chips, French fries and sweets contain high amounts of these
unhealthy fats.
sufficient iodine is critical for normal brain formation. Deficiency of this nutrient can lead
to irreversible brain impairment causing serious conditions such as cerebral palsy, deafness,
brain cells. The brain requires high amounts of glucose to function and becomes deprived of
this nutrients if the body cannot utilize insulin properly. Whole grains, vegetables, legumes
21
and fruits can provide more complex carbohydrates when compared to starchy processed
foods and can help balance blood sugar levels for healthier brain development.
A healthy, balanced diet for children can ensure essential vitamins, minerals and other
nutrition that kids need for healthy growth and development of the brain. Vitamins and
minerals are vital for our bodies to function properly and each one plays a specific role in
the body. Foods high in antioxidants like raisins, berries, apples, guava, grapes, cherries,
prunes, and spinach can reverse memory loss and restore motor coordination and balance.
B3 (Niacin) helps to reduce cholesterol levels and modulating the body. It also helps to
produce NAD, required for brain stimulation. B6 (Pyridoxine) is one of the deficiency signs
for B6 is depression and memory loss. Its also a key nutrient for producing haemoglobin.
Without sufficient B6, you lack proper blood production, resulting in mean low energy,
anaemia, low body oxygen levels and shortness of breath.
B12 (Cobalamin) has a big impact on neuro health. Vitamin B12 is one of the primary
nutrients for the production of the myelin sheath that covers the nerves. This sheath
becomes exposed, when there is a deficiency leading to neuropathy and pain.
Vitamin B is found in milk, spinach, almonds, potatoes, bananas, beets, turnips, mustard
greens etc.
Folic Acid helps reduce homocysteine in the brain along with B-complex and prevents
dementia and Alzheimers disease.
Vitamin C is a powerful anti-oxidant. The highest concentrations of ascorbate in the body

are found in the brain tissues, where most of the bodys energy is most used. Ascorbate is a
regulator for different neurochemicals and can reduce the risk of stroke. Vitamin C is
found in citrous fruits like orange, pineapple, strawberries, tomato, lemon, Indian
gooseberries or amla etc.
Vitamin E vitamin helps protect the functions of the brain. There is a huge amount of
activity that occurs in the brain and high levels of oxidation occur. Vitamin E is one of the
most powerful antioxidants. Vitamin E can help reduce stress on the brain through providing
energy and stress relief for the brain to produce clearer thoughts. It is found in egg, nuts,
leafy greens, wheat, fish etc. Lack of vitamin E can cause neural degeneration, age-related
cognitive decline, unsteady walking and eye problems. People who follow low-fat diets are
often deficient in vitamin E and studies correlate Alzheimers disease with low-fat dieting.
Together with vitamins the minerals also play an important role in the upkeep of the brain
health.
Iron, being the main component of blood, iron deficiency can cause anaemia, constipation,
vertigo etc., but excess intake of iron can cause dementia and brain damage. Iron can be
supplemented through nuts, leafy vegetables, sea foods, peas etc.
Zinc boosts the immune system and in the brain, it helps control neuro-impulses, reduce
stress. High doses of zinc are known to help reduce epilepsy seizures. Increasing your zinc
can also help smooth neuro-connections and make recall easier. Zinc is found in foods like
oysters, spinach, nuts, wheat, pumpkin seeds etc.
22
Magnesium is used in over 300 processes in the body and over 50 in the brain alone. It
improves neural plasticity making the nerves are avoid damage easily. It also helps to
convert sugar into energy and prevent diabetes. Magnesium deficiency results in poor
memory, confusion, loss of appetite, sleeplessness, fatigue and nausea. It is found in brown
rice, leafy vegetables, beans and nuts.
Eating well is good for your mental as well as your physical health. In addition to this, the
brain requires nutrients just like our heart, lungs or muscles do. The foods are particularly
important to keep the brains grey matter healthy are known as brain foods.
The brain needs energy to work effectively. Glucose is needed in the blood supply to the
brain to ensure steady supply of energy in order to enhance the ability to concentrate and
focus. Wholegrain or cereals release glucose slowly into the bloodstream, keeping one
mentally alert throughout the day. Oats is easily digestible provides sufficient glucose to
the blood and is effective in increasing energy levels particularly in young children and the
elderly persons as well.
The fat and protein content of linseed, soya beans, pumpkin seeds, walnuts are important
for healthy brain function, the heart, and our general wellbeing. Low levels of EPA and DHA
(Eicosapentaenoic acid and docosahexaenoic acid) result an increased risk of Alzheimer's
disease and memory loss. Certain types of oily fishes replenish the requirement of above
brain chemicals which also to help us manage stress by preparing serotonin.
Avocados is one of the healthiest fruits that contain saturated fats, keeping blood sugar
levels steady and your skin glowing. Rich in vitamin B and C, it also contains both vitamin K
and foliate to help prevent blood clots in the brain as well as help improve cognitive
function, particularly both memory and concentration. Leafy vegetables like spinach
provide sufficient vitamins A and K which help fight brain inflammation and keep tissues
strong.
Broccoli is one of the best brain foods due to its high levels of vitamin K and choline, to
help keep the memory sharp. It also contains glucosinolates, which prevent the breakdown
acetylcholine, a neurotransmitter which we need for the central nervous system to perform
properly and to keep our brains and our memories sharp.
Tomatoes contain lycopene, a powerful antioxidant which helps protect against the damage
to cells which occurs in the development of dementia and Alzheimer's disease.
Walnuts, which by coincidence resemble the human brain are a great source of vitamin E, a
strong antioxidant to trap free radicals that can damage brain cells leading to cognitive
decline particularly in elders. Blueberries and strawberries also prevent rapid cognitive
decline.
Asparagus is a mood-boosting food loaded with the nutrients. Asparagus extracts increase
levels of important enzymes that break down alcohol after heavy drinking.
Eggs are the best sources of memory-improving the nutrient choline, which enhances the
release of acetylcholine, a neurotransmitter that helps the brain store and recall
information better.
23
Pumpkin seeds contain amino acid tryptophan, needed for the proper functioning of
neurotransmitters and to reduce social anxiety.
24
Chapter Five
IMPORTANCE OF BREATHING & OXYGEN TOWARDS BRAIN

DEVELOPMENT
An average person breathes around 20,000 cycles a day involuntarily or unconsciously even
when he is not awake. Breathing is one of the involuntary activities such as heartbeats and
is controlled by the autonomous nervous system, a part of the brain stem called the medulla
oblongata, a subset of the peripheral nervous system, has works outside the brain and
spinal cord and is composed of the sympathetic and parasympathetic nervous systems. The
parasympathetic nervous system is responsible for stimulation of various activities that
occur when the body is at rest, particularly after eating, including salivation, lacrimation,
urination, sexual arousal, digestion and defecation. Stimulating activities associated with
the fight-or-flight response are triggered by the sympathetic nervous system. Other major
functions like breathing, blood flow, digestion occur without conscious influence as they are
involuntarily managed in the processing system of the unconscious mind.
Breathing, as we know, consists of two phases, inspiration and expiration. During inspiration,
the diaphragm and the muscles between the ribs contract, pulling the ribs upward. The
diaphragm moves downward increasing the volume of the thorax. This increase of volume
lowers the air pressure in the lungs causing atmospheric air to travel in through airways like
nostrils, throat, larynx and trachea into lungs. When we inhale, we are in a sense
synchronising brain oscillations across the limbic network.
During expiration the diaphragm and rib muscles relax, forcing air out of the lungs into the
atmosphere causing the thoracic space to restore to its original volume. As the air reaches
the lungs, exchange of oxygen and carbon dioxide between the air and the blood in the
alveolar capillaries of the lungs. The oxygenated blood flows through the pulmonary veins
back to the heart from where it is pumped to different parts of the body.
The respiratory centre in the brain stem controls the breathing rate. Chemoreceptors are
the receptors present in the arteries analyse the oxygen and carbon dioxide content in the
blood send feedback signals to the respiratory centre corrective action. During physical
exercises levels of carbon dioxide in the blood increase triggering quick breathing to
balance oxygen levels in the blood. Shortfall in the oxygen levels in the blood supplied to
the brain may cause cerebral anoxia resulting in immediate and long-term brain damage,
Although breathing is a voluntary bodily function it can effected voluntarily by changing

consciously how we breathe. The process of breathing can be made deep or shallow or even
can be stopped altogether for a limited period of time as required by some yogic exercises.
The brain and breath are related closely, breathing will be smooth when the mind is
peaceful and clam. Conversely, slowing down the breath is one of the best and most
effective ways to silence the mind.
Most of us often ignore the necessity of conscious control of breathing as we have been
inhaling and exhaling involuntarily since birth. Controlled breathing, also known as
diaphragmatic breathing or deep breathing, has been a feature of yogic health practices
taught by the ancient sages of India for many years.
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Controlled breathing usually include three parts: inhaling deeply through the nose for a
specific period expanding the abdomen to the full, holding the breath for some time, and
exhaling completely through the mouth a longer time than the inhalation. This triggers the
parasympathetic nervous system to come online and counter our sympathetic nervous
systems fight response to daily stresses. Our body has a fight-or-flight response that
kicks in when we are under stress. Controlled breathing relieves our brains from stress, and
preventing further damage caused by high stress levels. The relaxation response is
automatic, to keep stress under control. The vagus nerve that supplies the pharynx, larynx,
lungs, the heart and most of the abdominal viscera, releases a neurotransmitter called
acetylcholine that triggers increased focus and reduces feelings of anxiety and stress.
The rhythm of breathing creates electrical activity in the human brain that enhances
emotional judgments and memory recall. These effects on behaviour depend critically on
whether you inhale or exhale and whether you breathe through the nose or mouth.
The breath technique of breathing in for four seconds, holding it for seven second and
exhale completely in eight seconds, is practised by yoga teachers. There are of course,
various other pranayama or breath works used in yoga to charge the oxygen in our bodies
and extend our breath beyond the 10 per cent of capacity we typically breathe to. This
exercise works as a natural tranquiliser for the nervous system.
Voluntary control of breathing takes place in the cortex of the brain. Self-initiated change
in breathing like the effort for singing, and playing wind instruments such as flute, trumpet,
saxophone, etc. are triggered in this part of the brain. This is typically a behavioural
control of breathing which is practiced for small interventions for an intended purpose.
However, controlled breathing for longer durations when practised regularly, can lower
heart rate and blood pressure and thereby minimise the risk of heart attacks and brain
haemorrhages at the old age. Breathing exercises also affect replenishment grey matter in
specific areas of the brain which thin down in advancing ages.
Slow breathing reduces blood pressure and enhances baro-reflex sensitivity in hypertensive
patient which is a negative feedback loop in which an elevated blood pressure reflexively
causes the heart rate to decrease. Slow breath is therefore potentially beneficial in the
management of hypertension.
Breathing exercises like alternate nostril breathing and other yogic exercises involving one-
time inhale and exhale quickly is extremely beneficial for diabetics. This type of breathing
has calming effects on the nervous system, facilitating homeostasis, a metabolic equilibrium
actively maintained by several complex biological mechanisms that operate via the
autonomic nervous system to offset disrupting changes. This manages the stress levels,
essential in diabetes treatment.
People suffering from sleep apnoea suffer from a transient cessation of breathing or
exhibit very shallow breathing. They wake up for shortage of breath leading to insomnia.
This phenomenon happens as the brainstem fails to signal breathing muscles to function
properly. The brainstem is the section of the brain that connects to the spinal cord.
Controlled breathing exercises improve the functioning of the brain stem and help
smoothen the breathing cycle.
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Further, breathing does not merely supply oxygen to the brain and body, but may also
organise the cells within multiple brain regions to help orchestrate complex behaviours. The
rhythm of breathing co-ordinates electrical activity across a network of brain regions
responsible for smell, memory, and emotions, and can enhance their functioning by
synchronising the activity of neurons in the cortex, which is propagated to the hippocampus
and amygdala.
The emotional recognition and memory recall are modulated, more particularly during
breathing in compared to breathing out. Breathing is controlled unconsciously by the
brainstem, in response to emotional stimuli and mental effort. Our thought processes
affect the rate of breathing and can also impact our mental function. For example, we
breathe rapidly when we are scared or highly aroused may optimise information processing
in the brain so that we can think of taking a corrective action immediately.
When we are in panic, the breathing rhythm becomes faster, resulting in spend
proportionally more time inhaling than when in a calm state. The body's innate response to
fear with faster breathing has a positive impact on brain function and result in faster
response times. From the perspective of yoga, because it stimulates the olfactory nerve,
mainly responsible for smell, sends messages to the brain.
.
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Chapter Six
ENDOCRINE SYSTEM
The glands of the endocrine system and the hormones release influence every cell, organ,
and function of our bodies. The endocrine system is has a major role in regulating mood,
tissue function, and metabolism, sexual and reproductive systems and other brain growth
and development processes.
In general, the nervous system controls faster processes like breathing, blood circulation,
body movements etc., whereas the endocrine system takes care of body processes that
happen slowly, such as cell growth, generation of hormones etc. However, nervous system
and endocrine system work in close coordination to help the body function healthily and
properly.
The endocrine system consists mainly of hormones and glands. Hormones are chemicals
which transfer messages and instructions from one set of cells to another set that are
genetically programmed to receive and respond to its message. Stress and changes in the
balance of fluid and minerals in blood due to infections often account for changes in stress
and emotions of humans
A gland is made up of a group of cells that produces and secrets, chemicals that are
necessary processing various ingredients of the blood for the upkeep of the body.
Endocrine glands release nearly 20 major hormones directly into the blood, move to cells in
other parts of the body.
The endocrine system consists of the hypothalamus, pituitary, thyroid, parathyroid,

adrenals, pineal body, pancreas and the reproductive glands like the ovaries and testes. The
pancreas secrets digestive enzymes and is associated with the digestive system. Other
organs like the brain, heart, lungs, kidneys, liver, thymus etc. also release hormones to a
limited extent, but they are not a part of the endocrine system.
The hypothalamus is the primary link between the endocrine and nervous systems and
located in the lower central part of the brain which is responsible for the production of the
essential hormones of the body. It houses the pituitary gland and other glands in the body.
The former which produces chemicals that either stimulate or suppress hormone secretions
from the pituitary is often referred to as the master gland, It has a size of a pea and is
located at the base of the brain just beneath the hypothalamus. It is the most important
part of the endocrine system and releases hormones that control several other endocrine
glands. The hypothalamus relays information sensed by the brain like temperature, pain
patterns, emotions, happiness and sorrow sends signals to the pituitary gland to take
corrective action. The hormones released from the hypothalamus carry out functions such
as temperature regulation, thirst, hunger, sleep, behavioural functions and basic biological
urges. It is involved in many necessary processes of the body including behavioural,
autonomic functions and control metabolism and growth and development.
The hypothalamus controls body temperature, blood pressure, and body weight at a given
set point by regulating the fluid balance in the body. Homeostasis, which is a process
required to maintain the body's status quo is the primary function of hypothalamus which
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requires hormones like thyrotropin (stimulates the function of the thyroid gland),
gonadotropin (controls reproductive activity), both growth hormones and growth hormone
inhibitory hormone, dopamine, a neurotransmitter and oxytocin which is popularly known as
"love hormone". These hormones release into the blood via the capillaries and travel to the
pituitary gland.
The pituitary gland has two parts: the anterior lobe and the posterior lobe. The anterior
lobe controls the activity of the thyroid, adrenals, and reproductive glands. It produces the
growth hormone, which regulates nutrients and minerals for the growth of bone and other
body tissues, prolactin. Prolactin activates breastfeeding and thyrotropin stimulates the
thyroid gland to produce thyroid hormones. Another hormone, endorphins reduces
sensitivity to pain, controls ovulation and menstrual cycles in women. This works like a
feedback system, as it involves communication from the brain to the pituitary to an
endocrine gland and back to the brain. This is very important for the activation and control
of basic behavioural activities, emotions, responses to stress; sexual urges and digestion,
growth, reproduction and the regulation of body functions, energy use, and metabolism. The
brain is very malleable and capable of responding to environmental signals.
The posterior lobe of the pituitary releases antidiuretic hormone, which helps control body
water balance through the kidneys. It also produces oxytocin, which triggers the
contractions of the uterus that occur during labour.
The thyroid shaped like a butterfly is located in the front part of the lower neck produces
the thyroid hormones thyroxin and tri-iodothyronin. These hormones control the rate of
digestion to produce energy. Thyroid hormones cause bone growth and the development of
the brain and nervous system in children. The process of production and release of thyroid
hormones is controlled by thyrotropin, which is released by the pituitary gland.
Parathyroid is the group of four small sized glands that release parathyroid hormone, which
in turn regulates the level of calcium in the blood with the help of calcitonin, produced in
the thyroid.
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Adrenal glands, two in number, are located one on top of each kidney. The adrenal cortex,
produces hormones called corticosteroids that influence or regulate salt and water balance
in the body. This particular hormone controls body's response to stress, immune system,
metabolism, and sexual development. The feeling of weakness, fatigue, nausea and vertigo in
the brain is a result of adrenal insuffiency.
The pineal gland is located in the middle of the brain. It is light sensitive gland and causes
secretion of melatonin, a hormone that helps regulate the sleep / wake up cycle. Known as
the third eye, the pineal gland controls the various bio-rhythms of the body. Together
with the hypothalamus gland it directs the body's thirst, hunger, sexual desire and the
aging process. Melatonin production is vital to the regulation of sleep-wake cycles and its
production is determined by light and dark detection. Signals about light and dark
detections are sent by the retina to the hypothalamus in the brain. These signals are
eventually relayed to the pineal gland. Melatonin levels are at their highest during the night
and this promotes changes in the body that help us to sleep. During the daylight hours, low
levels of melatonin help us to stay awake. Sleep related disorders are treated with
melatonin, particularly when a person's circadian rhythm is disrupted either due to
continuous travel across multiple time zones or due to working night shifts. Melatonin has
also been used in the treatment of insomnia and depressive disorder.
Melatonin influences the development of reproductive system structures also. It inhibits

the release of certain reproductive hormones from the pituitary gland that affects male
and female reproductive organs. These hormones are known as gonadotropins which
stimulate gonads to release sex hormones. In animals, melatonin plays an impotant role in
regulating mating seasons. If the pineal gland fails to produce sufficient amounts of
melatonin, it could result in feeling insomnia, anxiety, low thyroid hormone production,
known as hypothyroidism, symptoms of menopause, or intestinal hyperactivity.
At the same time, excessive melatonin production from the pineal gland may result in
lowering of blood pressure, abnormal function of the adrenal and thyroid glands, or may
lead to a depressive disorder known as Seasonal Affective Disorder (SAD). People living in
geographical locations which have long winter months and low sunlight often experience this
disorder.
It is also believed that activation of pineal gland produces trace amounts of the psychedelic
chemical dimethyl-tryptamine, which stimulates telepathy and a greater level of
perceptiveness. There are three crystals in the pineal gland which help with this uncanny
ability. The three crystals are apatite, calcite, and magnetite. Apatite causes inspiration,
spiritual oneness, and psychic enhancement, while calcite enhances ones powers. Magnetite
helps mediation, visionary purpose, and establishing our experiences in the physical world.
The pineal gland can be activated by raising the frequency in the body through meditation,
visualization yoga and chanting. ( Refer Chapter -11 for more details on meditation)
In the ancient Hindu system of Chakras, the 6th one Ajna or the third eye is linked to the
pineal gland. It is the chakra of time and awareness and of light.It translates from Sanskrit
as seat of command. Its kshetra, or superficial activation site, is in the eyebrow region at
the third eye though its position is often associated with the pineal gland in the centre of
the brain. It is mainly associated with perception, intuitive knowledge and intellect. People
when experience visualizing through the minds eye, or when you know something intuitively
30
this is being seen by pineal gland. It is the pineal gland that seems to be most affected
during meditation and visualization yoga and all other forms of out of the body travel.
The gonads are the glands which determine the sex and located in the scrotum for male and
they produce hormones called androgens. These hormones regulate body changes associated
with sexual development during puberty, the appearance of other male characteristics such
growth of facial and pubic hair, height, deepening of the voice, and the increase in muscle
strength.
The female gonads are the ovaries, which produce eggs and secrete the female hormones
oestrogen and progesterone. The former is involved in the development of female sexual
features such as breast growth, the build-up of feminine body structure during puberty.
Oestrogen and progesterone are also involved in pregnancy and manipulate the menstrual
cycle. These hormones and genes act early in life to shape the brain in terms of sex-related
differences in structure and function.
The pancreas produces insulin and glucagon, maintain a steady level of glucose, or sugar, in
the blood to keep the body supplied with fuel to produce and maintain energy. These are
taken up from the blood and act to affect neuronal activity and certain aspects of neuronal
structure.
The hormone after it secrets, travels from the endocrine gland through the bloodstream to
target cells designated to receive its message. There are also special proteins which act as
carriers and control the amount of hormone that is available to interact with and affect
the target cells.
Stress hormones, such as the glucocorticoid cortisol alter functioning of brain, including
the brains capacity to learn. Prolonged stress can impair the ability of the brain to function
normally for a period of time but the brain does have the ability to recover from such
stress.
Also, the target cells have receptors that latch onto only particular hormones, and each
hormone has its--each hormone will communicate only with specific target cells that
possess receptors for that hormone. As the hormone reaches its target cell, it locks onto
the cell's specific receptors and this combination transmits chemical instructions to the
inner workings of the cell.
When hormone levels reach a certain normal, further secretion is controlled by important
body mechanisms to maintain that level of hormone in the blood. In case the thyroid gland
has secreted adequate amounts of thyroid hormones into the blood, the pituitary gland
senses the normal levels of thyroid hormone in the bloodstream and adjusts its release of
thyrotropin, a hormone that stimulates the thyroid gland to produce thyroid hormones. The
brain has receptors for thyroid hormones and various types of of steroid hormones, which
are synthesized from cholesterol The receptors are found in selected populations of
neurons in the brain and relevant organs in the body. Thyroid and steroid hormones bind to
DNA and regulate the action of genes which result in changes in cellular structure and
function.
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The nervous and the endocrine systems are interconnected with brain functioning. When
the nervous system needs to control for a longer period, it functions through the endocrine
system by stimulating the release or inhibiting of hormones from the endocrine organs.
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Chapter Seven
BRAIN REALTED DISEASES
Core beliefs are individuals most central beliefs about themselves, their world, and others.
These beliefs begin to form in childhood and become so deeply ingrained that individuals
normally do not articulate them and are regarded as absolute truths. They influence the
development of a persons attitudes, rules and assumption. For many parents who have a
child diagnosed with a mental health disorder like incompatible behaviour, competitive
behaviour or low response behaviour, choosing an appropriate treatment can be a struggle.
Behavioural disorders, also known as disruptive behavioural disorders, are the most common
reasons that parents are told to take their kids for mental health assessments and
treatment. Behavioural disorders are also common in adults. These disorders if left
untreated can adversely affect a persons ability to maintain relationships. Someone who
has a behavioural disorder may act out or display emotional upset in different ways, which
may vary from person to person.
Behavioural disorders may be classified into a few types like : Anxiety disorders. emotional
disorders, disruptive behavioural disorders, dissociative disorders, and pervasive
developmental disorders.
An emotional behavioural disorder affects a persons control their emotions, ability to be

happy, and pay attention in school. Emotional behavioural disorder may manifest as learning
disabilities, inappropriate actions or emotions under normal circumstances, a feeling of
loneliness, and difficulty with interpersonal relationships with teachers and peers, etc
ODD or Oppositional Defiant Disorder is a behavioural disorder characterized by hostile,

irritable and uncooperative attitudes in children, Such children may be spiteful and they
generally direct their negative actions at authority.
All people in general, feel anxiety at some point of time in their lives and anxiety is a normal
emotion. However, for some people, anxiety may get to a point where it interferes with the
daily lives, negatively affecting performance at work or school or causing insomnia. Anxiety
disorders involve more than regular anxiety. These can be termed as serious mental health
conditions that require treatment. Some of these types of mental conditions include
obsessive-compulsive disorder, post-traumatic stress disorder, anxiety disorder, panic
disorder etc.
Obsessive-Compulsive Disorder is characterized by fears and irrational thoughts that lead

to obsessions, which, in turn, cause compulsions. If you have OCD, you engage in compulsive,
repetitive behaviour despite realizing the negative consequences of your actions, no matter
how unreasonable they are. Performing these repetitive acts does nothing more than
relieving stress temporarily.
A behavioural disorder can have a variety of causes. These disorders are associated with
abnormal behaviours and can be traced back to biological, family and school-related factors.
The biological causes may include physical illness or disability, malnutrition, brain damage,
hereditary factors. Other factors like coercion from parents, divorce or other emotional
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upsets, inconsistent discipline style, chronic health issues and poor attitude toward
education can cause behavioural disorder. Such emotional behavioural disorders manifest in
the persons attitudes like getting annoyed or nervous, appearing angry, putting blame on
others, refusing to follow rules or questioning authority, arguing and, having difficulty in
handling frustration etc.
The physical symptoms of behavioural disorders may also manifest as a fever, rash, or
headache being absent. Sometimes people suffering from a behavioural disorder will
develop a substance abuse problem, which could show physical symptoms such as shaking or
bloodshot eyes.
An untreated behavioural disorder, may have negative effects on an individuals personal

and professional lifeeither short term or long term.. People may get into trouble, such as
face suspension or expulsion for fighting or arguing with authority figures. Employees may
eventually lose their jobs, marriages can fall apart due to prolonged strained relationships,
while students may have to switch schools until they eventually run out of options. The most
serious actions a person with a behavioural disorder may engage in include starting fights,
abusing animals and pulling out a weapon to threaten on others.
Tests called functional behavioural assessments offer problem-solving help to address

behavioural problems in students. These assessments are based on many techniques and
strategies for identifying problem behaviours. Individualized educational program teams
use these assessments to choose interventions that address specific behavioural problems..
A person may receive prescription medications to help manage a behavioural disorder.

Medication will not cure such disorders, it can assist with treatment to control and modify
behaviours.
Many drugs are available for behavioural problems, and the type of drug that will be
prescribed depends on the specific condition being treated. Most of the children suffering
from ADHD are subjected to administering psycho-stimulants that have a host of side-
effects and behavioural problems associated with its use. They may help a child focus
better, reduce impulsive behaviour and reduce motor restlessness.
Such drugs may develop depression, delusions, hallucinations, paranoid fears and other
drug-induced reactions in some children. Such side effects are often diagnosed as
schizophrenia, clinical depression or bipolar disorders necessitating further treatment by
antidepressants, mood stabilizers, and neuroleptics, finally ending up with psychoses and
tardive dyskinesia. Persistent usage of psycho-stimulant drugs suppresses creative,
spontaneous and autonomous activity in students, making them more docile and obedient.
The best way to treat the disorder is through monitored drug therapy and a comprehensive
behavioural modification treatment. Sometimes medication itself may not be the best thing
for most children. Students who had accompanying problems like anxiety, stressful home
circumstances, social skills deficits, ADHD symptoms, appeared to obtain maximal benefit
from the combined treatment.
People suffering from anxiety disorders, OCD or ADHD may derive some reprieve from
antidepressants, which just reduce impulsivity, and hyperactivity. Apparently, they
decrease obsessive compulsive actions temporarily and reduce feelings of depression.
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Medications for behavioural disorders may have side effects. These can eventually develop
emotional issues, instigate suicidal thoughts and aggravate seizure conditions. Other
possible side effects include insomnia, appetite reduction, tremors, depression, abnormal
heart rhythms. An individual may become addicted to the medication taken to treat a
behavioural disorder. As a result, the person may need professional help with weaning off
that medication. One may experience withdrawal symptoms certain medications are abused.
People who are depressed ore have suicidal thoughts; also have a high risk for overdose,
according to the medical literature.
Depression and Behavioural Disorders may trigger depression. People with a behavioural
disorder may develop addiction to drugs or alcohol. Persons with ADHD also may be at a
higher risk for developing a substance abuse or alcohol dependence issue if the condition
carries over into adulthood,
Intellectual disability is common among young students when the IQ is measured 75 or

lower, generally occurs in approximately 1 to 2 per cent of people. Psychiatric and behaviour
problems occur three to six times more in these individuals than in the general population.
Because of the severity of these mental health issues, getting help for a behavioural
disorder is crucial. Medication followed by cognitive behavioural therapy is an effective way
to treat disorders such as ODD.
Dysthymia or chronic depression is characterized by a persistently sad disposition, always

in a bad mood. Depression can be genetic--the patient may have a family history of
depression. Other than this, personal trauma and sources of stress, such as a strained
relationship or a lost job, can also cause depression. Conflict with family and friends leading
to social isolation also can be a contributory factor. Some medications, particularly for high
blood pressure can develop depression as a side effect. This may be manifested by loss of
interest in hobbies, withdrawal from socializing, persistent irritability or sadness,
pessimism, loss of appetite etc.
Bipolar disorder is characterized by cycling between depressive periods and manic periods
in which the person engages in a lot of activity and feels extremely empowered. The time
between phases varies from person to person.
The mental disorders can also be seasonal : Seasonal Affective Disorder (SAD) is found
among susceptible people during the winter months. Lack of sunlight, exercise, and fresh air
causes irritability and lethargy in people who suffer from SAD.
Postpartum depression occurs often with women who have conceived recently. It can occur
within a period three months or as late as a year after delivery.
People who suffer psychotic depression also exhibit psychotic symptoms such as delusions
or hallucinations. They can affect any or all of the senses. Generally, the delusions involve
feelings of unwarranted guilt or inadequacy.
Several drugs are available for depression like selective serotonin reuptake inhibitors. They
help the brain to regulate the release of serotonin and dopamine which are the brain
chemicals responsible for creating feelings of happiness and satisfaction. However, these
drugs have the side effects like fatigue, dry mouth, vision problems, dizziness, irritability
35
and constipation. If someone becomes dependent on antidepressants, addiction is a

possibility. Overuse of antidepressants can have adverse effects on the brains chemical
balance, including the heart and respiratory system.
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Chapter- Eight
PRACTISING YOGA TOWARDS BRAIN DEVELOPMENT
Youth is characterized by dramatic biological, cognitive, and social changes including

changes in physical stature and appearance, improvements in cognition and executive
function, increase in emotional activity and self-reflection, and changes in self-concept and
identity. A significant percentage may not be prepared to face so many changes in so many
different domains at once. These youth may be more likely to suffer from poor mental and
physical health, to engage in high-risk behaviours, to display low academic engagement, and
to struggle with college-related experiences. These are the years exploring new ways of
thinking about ones self and ones interactions with surrounding environments as young
people begin to question their identity, their feelings of self-worth, and their relationships
with family members and peers.
Some experience significant fluctuations in self-esteem and appear more susceptible to

experiencing depression. Girls are particularly vulnerable to anxiety and to developing
depression during adolescence. Some youngsters also experience a drop in self-competence
beliefs, and academic motivation and achievement as they move from high school/junior
colleges to professional colleges.
School/college transitions are times of heightened risk for many early and middle
adolescents, and these transitions have been associated with declines in academic
engagement, GPA, self-perceptions, self-competence beliefs.
Transition to a school environment that emphasizes social comparison and competition at a

time of heightened self-focus; or that offers fewer decision-making opportunities to young
people at the time when their desire for autonomy increases. Biological changes associated
with changes in arousal, motivation, and emotion and risky behaviour and pubertal changes in
tandem with other stressful life events.
Yoga is the key to protecting young adolescents from some of the negative outcomes that
arise during these age related social transitions. It is an antithesis of a mind set for
impulsiveness or aggression that the growing adults exhibit to vent out the feeling of
dissatisfaction.
Additionally, the emphasis on non- judgmental self-awareness may protect the adolescent
students from experiencing decreases in self-esteem and increases in negative mood. It is a
mind-body practice that combines physical postures, breathing exercises, and meditaton
with the aim of unifying the physical, mental, and emotional selves.
Different forms of yoga are practiced through many educational institutions, the aim of
these practices is to help students achieve a specific form of consciousness; a deep state
of concentration which is referred to as ecstasy or samadhi. Ecstasy is best explained as a
state of spiritual realization in which ego-personality or lower self is transcended, so that
a higher reality can be realized. This state can be understood as the transcendental self or
as the divine and the permanent achievement of this state can be seen as the ultimate goal
37
of yoga and is referred to as liberation or mokha. In other words, the aim of yoga is to
obtain a broader and clearer perspective on the boundless nature of experience instead of
being stuck in a limited material world. Yoga can be seen as a practice designed to achieve
sustainable happiness through the realization of this true boundless nature.
Yoga has the potential to create positive change in individuals lives, and millions of yoga
practitioners have provided anecdotal reports of improvements in physical health and
psychological well-being. Maharishi Patanjali who is known as the father of Yoga broadly
divided the yoga practice into eight categories on the basis of multifarious psychological
understanding of human personality.
a) Yama (moral codes)

b) Niyama (self-purification and study)
c) Asana (posture)
d) Pranayama {breath control)
e) Pratyahara (sense control)
f) Dharana (concentration)
g) Dhyana (meditation)
h) Samadhi (super contemplation).
Yoga improves cardiovascular reactivity with a transcendental meditation program. The

calming effect of yoga results in reduction in the autonomic effects such as blood pressure,
decreased heart rate and the reduction of blood-cholesterol levels. Reductions in
respiratory rates take place with a predominance of abdominal or diaphragmatic breathing
which result in increased longevity. Changes in the dopamine-beta-hydroxylase activity,
monoamine oxidase, and adrenal steroids further demonstrate a shift towards para-
sympatho-dominance with yoga.
Increase in the metabolism of glutathione and the production of antioxidant enzymes

results in reduction in the oxygen requirement to the body and the brain which in turn
reduces exertion, fatigue and eliminates stress. Improvements in brain motor function such
as upper and lower-extremity torque, sustained isometric contraction of muscles, shoulder
and spinal flexibility are noticed for those who practice karate regularly.
Meditation has great potential for preventing cognitive and memory decline because of its
stress reducing effects. It helps reduce cortisol levels which in turn is well-known for its
toxic effects on the hippocampal cells-- critical for the normal memory function. (More on
Meditation in Chapter-11)
Recurring headaches effecting only one half of the head is a typical manifestation of
migraine, which is a neurological disorder. The person having this disorder experiences
nausea, may become extremely sensitive towards light or noise. Practising these simple yoga
postures like Sishuasana, Marjariyasana, Adhomukha Swanasana, Paschimottanasana, etc.
lessen the impact of a migraine attack and may eventually stop them permanently.
Yoga therapy is gaining popularity all over the world. It is an effort to integrate traditional
yogic concepts and techniques with complementary medical and psychological knowledge.
Techniques of yoga are being utilised to create, stimulate, and maintain an optimum
physical, mental, emotional, and also a spiritual health. Yoga therapy is that features of
yoga that focuses on health and wellness physical, psychological, and spiritual levels of a
38
person. It is a healing technique that brings balance to the body and mind through an
awakening of spirit.
A wide range of mind/body practices have been included in Yoga--from postural and
breathing exercises to deep relaxation and meditation. It helps to promote all-round
positive health and assisting particular medical conditions. Yoga practice can improve
physical and emotional wellbeing. It is practiced with a therapeutic intention; it can help
prevent physical, as well as mental ailments.
As per the ancient yogic knowledge, every illness involves a certain level of energy blockage.
Yoga promotes the flow of prana, or vital force, combats the energy blockages, restoring
the basic condition for health. The initial stages of healing involve the movement of vital
forces in the system. It is believed that common applications for Yoga Therapy also serve
structural problems such as spine misalignments or joint function; deeper applications may
even cure chronic ailments like AIDS and cancer. Yoga promotes specific changes in organs,
muscles, and joints altering the vital functions of the body by combining techniques such as
stretching, massage, or alterations of the circulatory patterns. By practising a balancing
breathing technique, a sense of control is gained to combat anxiety and panic attacks. Yoga
therapy sessions are carried out for individuals or groups with specific conditions. The
therapists focus on the specific symptoms that trouble their clients and identify methods
to help them manage those symptoms.
As approaches to health continue to evolve, yoga has been accepted as a primary vehicle for
the wellness programs of the future because of its ability to promote health and healing at
physical, emotional, and spiritual levels. Yoga is being accepted into the mainstream of
schools and universities, summer camps for children, drug and alcohol rehabilitation centres
all over the world.
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Chapter Nine
IMPLICATION OF COGNITIVE NEUROSCIENCE FOR BRAIN DEVELOPMENT
Neuroscience is basically a combination of neurology, psychology, physiology and biology. It

is more popularly known as the brain science. Cognitive neuroimaging has already led to
advances in understanding some of the basic functions involved in learning and raised
implications for education and special education in particular. Neuroimaging has enabled
scientists to study the very complex processes pertaining to speech and language,
thinking and reasoning, reading and mathematics.
Studies on neuroimaging have revealed the inner workings of the brain and learning.
Synaptogenesis, pruning, sensitive periods, and plasticity have all become accepted concepts
of cognitive neuroscience that are now being applied to education practice. Understanding
the brain mechanisms that underlie learning and memory, and the effects of age, genetics,
the environment, emotion and motivation on learning could transform educational strategies
and enable us to design programs that optimise learning for people of all ages and of all
needs. A deeper understanding of how the brain processes and learns shapes and sounds,
letters and numbers, the neural processes underlying the maintenance and manipulation of
task-relevant information, individual differences in learning, motivation and memory, and so
on, is profoundly relevant to education. Studies on neuroscience are relevant for the
development and use of adaptive digital technologies. These technologies have the potential
to create more learning opportunities inside and outside the classroom, and throughout life.
We learn best through connections; social-emotional and conceptual. All information and
memories are broken into fragments and spread throughout the surface of the brains
cortex, and connections. We learn by connecting ideas and emotions and the emotional
connections are the keys for unlocking learning potential. An emotionally charged event, also
called an Emotionally Competent Stimulus or ECS, creates a kind of impression on the brain
with the help of the chemical dopamine, which is remembered later on, connecting ideas and
emotions. Taking an analogy of this, the knowledge we gain in the class room is written down
as ECS notes in our brain and the learning takes place by recapitulating these ECS notes.
A persons emotions or mood are such integral parts of cognition that they sometimes
influence how and to what extent each one of us sees reality. Our emotions overshadow our
vision. Positive and negative moods, affect the way we see the world around us by either
broadening or narrowing our peripheral vision respectively.
A lot of research carried out at various levels on cognitive neuroscience reveals many
interesting facts. The brain processes information in multi-path fashion, whereas learning
engages the entire physiology. In order to enhance learning the basic physiological
requirements such as sleep, nutrition, and exercise must be fulfilled for the brain to
function properly. The search for meaning is an innate reflux and the brain's ultimate aim is
to turn data into meaningful information. The quality of meaningful knowledge increases
when information is related to a learner's past experiences and knowledge, providing
stability and familiarity. Emotions create patterns, it is therefore essential that the
learner is in a positive state of calm anticipation for optimal learning to occur. This implies
that student-centred strategies such providing an emotional climate of mutual respect,
allows for the most favourable learning experiences.
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Learning involves both focused attention and peripheral perception and every brain
simultaneously is involved in both of these activities. It responds to the entire sensory
context in which teaching and learning occur. Learning can be supported by teachers by
using peripherals such as colour, decorations, sound, and smells.
The brain remembers best when facts and skills are embedded in contextual memory.
Information is stored in relationship to past circumstances and associations. Students'
learning can be enhanced by using narrative like examples, metaphors and practices.
Learning is improved by challenge and inhibited by threat. The brain is stimulated by

challenging situations occurring in safe environments for risk taking, such as in the use of
debates. Experience, genetics, and environment all play a part in the formation of the brain,
which is different for different persons. Parents and teachers can encourage diversity of
thought watching closely the childs mental inclinations and personal preferences.
Cognitive neuroscience helps us understand how instruction supports the acquisition of

culturally transmitted skills such as literacy and numeracy. Research studies on cognitive
psychology together with brain imaging allow us to see how learning and instruction can
change the brains wiring. The learning related changes across the cross section of children
with different learning skills can provide a good insight into different strategies that can
be adopted. Further it can through some light on how to adopt compensatory strategies to
deal with the children with learning disabilities.
Neuroscience research has given more insights to the study of cognitive development by
throwing light on mechanisms that underlie observations on behavioural patterns made
earlier by psychologists. Contrary to the earlier belief that the brain plasticity stops at a
certain age, the cognitive neuroscience has improved our understanding of brain by
demonstrating that the brain is far more plastic at all ages.
In addition to sensory information available to the new-borns like see, hear and smell touch
is equally crucial. Brains of infants who receive motherly touch release more growth
hormone, are less responsive to stress, less prone to depression, less vulnerable to deficits
in cognitive functions. Touch increases activity in parasympathetic nervous system which
prompts release of food-absorption hormones.
The special feature of cognitive neuroscience is the understanding how brain growth maps
mental growth during child development. Research in the field of internal control and self-
regulation provides deeper understanding of the relation between brain maturation and
mental growth. Using several recent neuroimaging techniques one can evaluate the
structural and functional neural development of a child.
As per the concepts of neuroscience, attempting to address the consequences of adversity

in the later years is far more expensive than providing supportive conditions for early brain
development during the childhood. It is for the educationists and psychologists to device
policies and programs that identify and support children who are most at risk for
experiencing stress as early as possible. This will reduce or avoid the need for more
expensive and complex treatment methods that would be necessary in future years.
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Chapter Ten
PSYCHOLOGICAL & BEHAVIOURAL ASPECTS OF BRAIN DEVELOPMENT
The basic outlines for brain development are set by the genes, but it is the unique
environment where the individual lives modifies the brain circuitry. As the brain changes,
particularly during early development, the same physical environment can result in vastly
different experiences. The impact of past experiences on the brain affects shaping the
functional properties of the immature brain to a large extent. This can be termed as
sensitive or critical periods. A numbers of young children all over the world who are
exposed to adverse early experiences have life-long impact on the developing brain.
Exposure to adverse life events in the early life can be detrimental to the developing brain
and exert potentially long-term effects on neural structure and functions. Such
experiences ultimately influence the course of human development.
Changes in psychological function or behaviour are triggered by changes in the nervous

system. We often use the terms such as learning, memory, stress, addiction, maturation, or
fear. The nervous system is sensitive to experience during development, however, the
manner in which the nervous system can modify its organization and affect its function
throughout an individual's lifetime, is often referred to as plasticity. Understanding brain
plasticity has provided immense opportunities for the scientists to study and understand
the development of the brain and behaviour.
Most of the neurobiological disorders are responsible for the disabilities that affect the
potential to acquire, arrange, hold, recognize and use information. Although the impact of
neurological disabilities is more in the educational area, the affected youth suffer from
social difficulties and psychological disturbances. Cognitive impairments and immoderate
behaviour is the main cause of attention Deficit Hyperactivity disease (ADHD), a
neurological syndrome whose symptoms include impulsivity, distractibility, and hyperactivity
or extra electricity, which lead to learning disabilities.
Behaviour is the aggregate of the responses, reactions or actions triggered by the brain
function from the surroundings through observations. In society, youngsters are
surrounded by many influential fashions, including parents inside the family, characters on
television, the peers and teachers at school, which offer examples of behaviour to look at
and imitate. Generally, the inner stimulus is created in the mind by observing a selected
behaviour of the peer, accompanied by a reactionwhether or not to mimic it or not. The
ability to replicate the behaviour or not, comes from inside. This may be genetic or due to
deficiency or disorder--it all depends on how well or how quickly the kid pays interest to a
specific behaviour. It also depends on how long it is able to preserve, how properly it
reproduces and what motivation it is gettingwhether a praise or a punishment.
Alternatively, the kid encodes the behaviour of these human beings after which start
imitating them until such time that it is punished, in the case of a bad behaviour; or gets a
reward or appreciation for a good behaviour. The child will also study carefully the
consequences of such behaviour; make it determine whether or not to replicate a persons
actions. The medical explanation to the imitation technique is the firing of replicate
neutrons.
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Adverse childhood experiences are important determinants of psychiatric disorders,

causing effects that persist throughout life. Repeated exposure to family violence,
environmental deprivation, maltreatment, and parental instability makes indelible
impressions in the brain and has detrimental effects on mental health. The effect of
adverse childhood effects on brain development can lead to fundamental changes in several
regions of the brain like hippocampus-responsible for learning/ memory and various regions
of the prefrontal cortex which take care of executive functions.
The network of brain circuitry changes with experience and this phenomenon is technically
called brain plasticity. These changes are associated with functional changes such as
memory, addiction, and recovery of function. Research has shown that brain plasticity and
behaviour can be influenced by a no. of factors, such as prenatal exposure to drugs,
postnatal experiences, food habits, addictions, maturation, diseases, and stress.
Understanding how these factors effect brain organization and function is important for
understanding behavioural changes and treatment for brain related diseases.
The brain plasticity is affected by usage of psychedelic drugs at pre as well as postnatal
stages, gonadal hormones like oestrogen and testosterone, anti-inflammatory drugs or pain
killers, genital factors or brain injuries. Early experiences in life have different effects on
behaviour than similar experiences later in life.
Changes in behaviour that occur as a consequence of past experience, and can last for
months or years, like memories, which are thought to be due to changes in patterns of
synaptic organization. The synaptic organization of the brain gets disrupted during brain
injuries. Even when there is functional improvement after medical treatment, it is marginal
and there is only correlated reorganization of neural circuits
Children suffering from behavioural, emotional and social problems (BESD) can benefit in
numerous ways from their parental training or physical schooling however the real benefit
for using karate as an intervention for those kids lies within the psychotherapeutic nature
of the martial arts.
Behavioural problems, also referred to as disruptive behavioural issues are common in

children and also not unusual in adults. For children, if left untreated in early life, these
issues can negatively have an effect on someones ability to maintain an activity and hold
relationships.
Behavioural disorders can be of various types - anxiety issues, disruptive behavioural

disorders, dissociative problems, emotional disorders, pervasive developmental problems.
An emotional behavioural ailment influences someones potential to be satisfied, control

their feelings and pay attention in school/college. Manifestation of emotional behavioural
disorders can be through irrelevant movements or emotions below everyday occasions,
studying problems other than physical health issues, strained interpersonal relationships,
with teachers and friends, feeling of sadness or aloofness, feelings of worry and anxiety
related to poor academic performance.
Oppositional defiant disorder is a behavioural disease characterised by irritable and

uncooperative attitudes, in kids, spiteful, demanding and always exhibiting authority among
peers.
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Anxiety is an everyday emotion, but may get to a point where it interferes with their day
by day lives, inflicting insomnia and negatively affecting overall performance at work or
school. Examples of these kinds of mental conditions include obsessive compulsive disorder,
and panic. Obsessive Compulsive Disorder is characterised with the aid of fears and
irrational thoughts that cause obsessions, which, in turn, reason compulsions. Persons who
have OCD engage in compulsive, repetitive behaviour notwithstanding understanding the
negative effects of their moves, no matter how unreasonable they are. These repetitive
acts seemingly provide some temporary relief to the affected persons.
Behavioural diseases may be traced back to biological or own family and faculty-associated
factors. The organic causes may include bodily infection or disability, malnutrition, physical
brain damage or infection and hereditary factors.
Other elements related to an individuals home lifestyles may additionally make

contributions to behavioural sickness like divorce or different emotional dissatisfactions at
home, coercion from parents, poor or inconsistent discipline, biased mind set toward
education or schooling.
The emotional signs of behavioural issues can be without problems getting aggravated or
worried, performing indignant, placing blame on others, refusing to follow regulations or
over exhibiting authority, arguing and throwing temper tantrums, having trouble in dealing
with frustration etc. The bodily symptoms of behavioural disorders may have by and large
emotional symptoms, like abusive hassle, trembling hands, shaking or bloodshot eyes. If left
untreated, the behavioural sickness may also have short term or long term effects in life.
Working people often run into trouble of facing suspension or expulsion for combating,
arguing with assumed authority or bullying. Marriages collapse because of extended
strained relationships leading to suicidal tendencies or using weapons on others.
Person suffering from psychological or behavioural disorders may require prescription of

drugs to help control a behavioural sickness. Although medication can no longer cure the
disease, it is at least powerful in assisting with treatment to control and adjust behaviours.
Persons affected by ADHD are often required to administer psycho-stimulants to reduce
impulsive behaviour and restlessness. But such drugs may also increase delusions,
hallucinations, paranoid fears and other drug-induced reactions in a few youngsters. Such
consequences are regularly diagnosed as schizophrenia, clinical melancholy or bipolar
disorders necessitating further remedy through antidepressants, mood stabilizers, and
neuroleptics; ultimately ending up with psychoses and develop abnormality in performing
voluntary muscle movements. It has been proved that continual usage of psycho-stimulant
drugs suppresses creative, spontaneous and independent hobby in students, making them
extra docile and obedient.
Anxiety ailments, OCD or ADHD may also require treatment with from antidepressants, for
lowering impulsivity, reducing hyperactivity, lowering obsessive-compulsive moves and
decreasing feelings of despair. But some of the feasible side results include insomnia,
appetite reduction, tremors, despair, extraordinary coronary heart rhythms. One may also
experience withdrawal signs positive medicines are abused. Children are more susceptible
than adults to overdose on medication, including behavioural drugs.
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Dysthymia is characterised by chronic despair, a persistently sad disposition, the signs and
symptoms of which last longer than with most important depression. Potential causes for
depression may be genetic with a family record, trauma and sources of pressure, together
with a failed relationship. Emotional signs of dysthymia can be withdrawal from socializing,
lack of interest in previously enjoyed pursuits, unhappiness, pessimism etc. This behavioural
disorder is manifested by symptoms of depression, together with reduced appetite,
delusions or hallucinations.
Many people, particularly sportsmen who take stimulant drugs like nicotine or cocaine do so
for their potent psychoactive, known as behavioural sensitization. Abusing these
psychoactive drugs in order to increase motor activity has a long-term behavioural negative
effect in their general behaviour. These drugs leave an anatomical footprint in the brain
which may be irreversible.
The spurt of technological advancement has given different brain games that have always
played an important part in cognitive science, an interdisciplinary area with influences from
fields as different as neuroscience, computer science, psychology, or vocabulary. Many
theories of human thinking are based on chess, bridge; computer based games are
repeatedly presented in the form of games. Brain games on computers are based on
evidence that living in an environment of mental stimulation produces positive brain changes.
There is huge potential for tapping into the neuroplasticity to build a greater cognitive
capacity, enhance mental fitness, prevent age-related memory decline and also help the
brain compensate for injury.
Memory games have also been found to have beneficial effects on dyslexic college
students, increasing their cognitive development, working memory brain activity, and
reading performance. Research work in the field of cognitive science have motivated a no.
of scientists to devise new gameplays and provide activities in this respect since its
theories and methods provide powerful tools for examining the dynamics, cognitive
consequences and experiences for the young and adolescent students as well. Computer
games are becoming more and more embedded in our lives. The on-going revolution of digital
technology allows us to play games wherever and whenever and with whomever we want to
with feature rich mobiles. These games are in many respects highly social in nature, with
people constantly escaping the virtual confines and mingling with their physical and social
surroundings.
The flip side of the above is that 3-4 decades ago the sensory world of the children was
nature based and simple. The family had time to spend in the evenings or weekends with
their children doing chores, crafts and homework. The modern technology of the century is
weaving into its very foundation, and disintegrating the core values that hold families
together. The entertainment gadgets like TV, internet, video games, online chatting, mobile
phones etc. have advanced so rapidly, that parents have scarcely noticed their significant
impact and changes to the lifestyles of the children and themselves as well. The over-
reliance on technology is limiting their creativity and imagination, as well as depriving their
bodies to achieve optimal sensory and motor development. Habituated for high speed, the
younger generation is entering school with fragmented attention and little need for
imagination. The lack of self-regulation which is essential for learning is causing significant
behaviour management problems for teachers in the classroom and parents back home.
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Consistent exposure to the pop music, on-screen violence cause overloading of the auditory
sensory systems while the vestibular, proprioceptive, tactile, and attachment systems are
under stimulated, causing a sensory imbalance. This is detrimental to overall neurological
development as pathways become permanently altered and impaired, weakening the immune
system and causing a variety of serious mental disorders in the following years.
It is a challenging task for the parents, teachers and the psychologists to help the
generation come out of the ill effects of misusing technology in order to preserve childs
physical, psychological and behavioural health.
It is a challenging task for the parents to find out the best ways and means of utilising
technology to assist their childrens brain to develop effectively, rather than allowing
technology changing the way children think and focus.
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Chapter Eleven
MEDITATION TOWARDS BRAIN DEVELOPMENT
The first and foremost reference of meditation are found in Rig Veda around 5000 BC in
India followed by the meditation developed in Buddhism and Jainism in 5th to 6 century BC
in India and the East Asia. In the Christian context meditation is used to mean a form of
prayer where the believers concentrate upon the revelations of God. Nowadays meditation
is practised all over the world without any reference to any religion,
Meditation is a continuous and profound contemplation on a subject or series of subjects of

nature or spiritual matters. Meditation is not just a spiritual or religious practice,
renouncing the worldly enjoyments or seeking enlightenment. The brain transforms our
experiences of the outer world so that our consciousness can understand it. It also
transforms our conscious impulses so we can respond to the world around us. We perceive
the world and respond to the world based on the functioning of our brain. Stress, fatigue,
etc. renders the brain less adaptable and handicapped. Meditation is a powerful tool for
continuous brain development and there are tangible physical changes that take place in the
brain of those who practice meditation regularly. It is a process by which an individual
controls his/her mind and induces a mode of consciousness either to achieve some benefits
or for the mind to simply acknowledge is contents without being identified with the
content. It is practiced by some as a way to relax mind, while intend to generate positive
thoughts of mind, and some consider it as a method to improve mind-power. Meditation is
also believed to have the power to heal certain diseases of the person, and in the spiritual
context some practice it to regulate mind towards some divine power.
Meditation techniques are classified into concentrative or focussed meditation and the
mindful meditation. The focussed meditation is more directed and disciplined with a single-
pointed attention. The intention to directly experience the object of meditation. The focus
of attention can be breath, a sound such as Om, a word or an image or an object. The
essential feature of this type of meditation is to focus strongly on one point and continually
bring your attention back to that focal point when it wanders.
Mindful meditation is the other type of meditation. One pays attention to all of the things
happening around him/hersimply noticing everything without reacting to it. This involves
three core elements: intention, attention, and attitude. Intention involves consciously and
purposefully regulating attention; attention is the ability to sustain attention in the present
moment without interpretation, discrimination or evaluation; and the attitude is a frame of
mind brought to mindfulness meditation; commonly described as openness or acceptance.
The common goal of all types of meditation is training an individuals attention and
awareness so that consciousness becomes attuned to events of the past and experiences in
the present.
Meditation can influence brain activity, helping to improve the ability to concentrate and
avoid negative thoughts, even while one is not meditating. The neural network inside the
brain consists of billions of neurons which are interconnected with each other through
electric charges and depending on our moods and emotions create specific and unique
harmonized combinations. The combinations of synchronized electrical activity in the brain
are called brain waves which represent our moods, emotions and behaviours. The intensity
47
and magnitude of these waves can be detected by electroencephalogram (EEG)

quantitatively.
Normally, the brain waves change into different frequencies, depending on the moods and
mental attitude throughout the day. Depending on the range of these frequencies they have
been named delta, alpha, beta and gamma frequencies in the increasing order, starting from
delta, which occurs during the deep state of sleep. Alpha waves occur when the person is
awake but calm or meditating. Beta waves occur when the person is attentive, working, alert
and focussed. Finally, the gamma the highest frequency of brain wave corresponds to
processing different information and carrying out various activities simultaneously
It has been discovered by neurologists that Alpha waves play a key role in brain activity
related to concentration; which things should you pay attention to and which should you
ignore. Mindfulness meditation increases our brain's ability to regulate alpha waves and by
modulation of rhythms generated by the Alpha waves, meditators can control or regulate
attention. This enables them distract by negative sensations such as desire, hunger, pain
and depressing thoughts.
The cerebral cortex is the part of the brain plays a key role in attention, memory,
perceptual awareness, language, and consciousness. Mindfulness meditation actually
increases the thickness of the cortex, increasing the amount of grey matter in key areas of
the brain related to how we perceive the outside world.
Regular meditation has been found to cause increase in the density of grey matter in the
hippocampus also, a part of the cortex buried inside the temple on each side of the brain
and known to be important for emotion regulation, learning and memory, and in structures
associated with compassion, self-awareness, and perspective thinking. It is covered in
receptors for the stress hormone cortisol, and it can be damaged by prolonged stress,
contributing to a harmful spiral in the body. People with stress-related disorders like
depression tend to have a smaller hippocampus.. On the other hand regular meditation has
been found to decrease the grey matter in the Amygdala, the part which is responsible for
fear, stress and negative thoughts.
The brain consists of ridges on the cerebral cortex similar to cauliflower, which are
responsible for memory storage. Mindful meditation increases these ridges resulting in
increased surface area of the cortex translating into improved attention, faster
information processing and decision making.
Neuroimaging studies have established meditation involves increases in cerebral blood flow
causing significant changes in anterior cingulate cortex, located inside the forehead, behind
the frontal lobe in the brain which enhances the ability to direct attention and behaviour,
focus, problem solving, intuition, higher level of consciousness in addition to improving
immunity and good health. Persons meditating on sustained basis demonstrate superior
performance on tests of self-regulation, resisting distractions. Damage to the anterior
cingulate cortex leads to impaired connections to other parts of the brain causing
impulsivity, poor mental stability and unchecked aggression in the affected persons. In
addition to self-regulation, it is associated with learning from past experience to support
optimal decision-making.
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During meditation the frontal lobe in the brain responsible for reasoning, planning, and self-
conscious awareness remains inactive and the activity in the parietal lobe, which processes
sensory information about the surrounding world, slows down. So is thalamus which is
responsible for the senses, restricts the flow of incoming information, so that mind stays
calm.
Neuroscientists have also shown that practicing mindfulness affects brain areas related to
perception, pain tolerance body awareness, emotion regulation, introspection, complex
thinking, and sense of self. Not only the meditation is a practice in focusing our attention it
also makes us aware of when it drifts. This improves our focus even when were not
meditating and has lasting effects.
Whenever we perform tasks that require reasoning, learning and comprehension, we use our
working memory. It is a short-term storage tank for thoughts and ideas that we can
retrieve at the ready and process, manipulate, organize, and integrate in order to solve a
problem, make a decision, find an explanation, reach a conclusion, or figure out possible
moves. Working memory also plays a vital role in focus and attention. It allows us to store
relevant information in our brain while we do something else and also enables us to ignore
irrelevant information, suppress distracting thoughts and focus attention.
Mindfulness meditation promotes metacognitive awareness, decreases rumination via

disengagement from perseverative cognitive activities and enhances attention capacities
through gains in working memory. These contribute to effective emotion regulation
strategies.
Mindfulness enhances morality, self-insight, intuition and fear modulation, and these
functions are associated with the brain's middle prefrontal lobe area. It has numerous
health benefits, including increased immune functioning.
Further, empathy and compassion are higher in those who practice meditation regularly.
This comes from activity in the amygdalathe part of the brain that processes emotional
stimuli. During meditation, this part of the brain normally shows decreased activity. People
who meditate regularly have stronger activation levels in their temporal parietal junctures--
a part of the brain tied to empathy.
Feelings of stress and anxiety are a part of life. Some levels of stress can actually be good
to us, as it encourages us toward change and growth. When stress and anxiety exist for a
longer period of time, they can pose a health risk. Particularly for the college students who
may not have lived away from home for a significant period of time with an unfamiliar
environment the life could be stressful at least during the initial periods of stay. The other
common long term cause of stress for the university students is the academic demand, fee
payment, examinations, assignments and grades. Meditation practices help regulate mood
and anxiety disorders. This is also the conclusion of over a no. of studies involving the
techniques of Meditation, Meditative Prayer, Yoga, Relaxation Response, as effective as
antidepressant drug therapy, but without any side reaction whatsoever. Further, meditation
improves psychomotor vigilance, and may decrease sleeplessness which students experience
during examinations.
Meditation experiences can be subtle and complex and may not easily lend themselves to
quantification by existing measures. Investigation of pre-existing psychological factors like
49
personality straits, physical as well as mental health are also to be ascertained before
planning meditative training for the subject students. Adequate tools are to be designed
for measuring participants expectation of benefit at the beginning of the training and
quantification of the effect of the meditative practices undertaken after training to
assess further developmental needs.
In the Hindu philosophy the objective of meditation is to attain oneness with the almighty
until the soul attains moksha or salvation. During meditation the practitioner has to follow
certain ethical rules or niyamas, yogic asanas, practice breath control, with impeccable
concentration of mind. Meditation, has a number of beneficial effects on physical and
mental wellbeing which are now being recognized by the medical fraternity all over the
world.
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Chapter Twelve
KARATE AS A COMPULSORY SUBJECT TOWARDS BRAIN DEVELOPMENT IN

HIGH SCHOOLS
Karate is the literal translation of Japanese words kara and te, meaning empty hand and is
a scientific and philosophical art of fighting that developed over a period of many
centuries. The traditional or classical karate is an unarmed martial art: the concept of
empty hand includes the philosophical meaning of rendering oneself empty of selfishness,
wickedness, and worldly attachments. It also implies the practice of a lifestyle of spiritual
development and learning--a deep struggle involving the adjustment of beliefs. Learning is
for survival in its most primitive sense, and for human beings, still the most developed
species on the earth, successfully seek ways to cope with the paradox and ambiguity of the
everyday life. Therefore, the human brain is constantly evolving and adapting itself
according to the new demands and challenges of the changing world.
Karate is also an excellent form of physical exercise and discipline. Karate training works all
the major muscle groups and contributes to all aspects of physical fitness. Strength,
endurance, flexibility, coordination, balance, and agility are all enhanced by regular training.
Mental and physical self-control and alertness are also developed. While karate can be a
satisfying and very exciting sport, as a martial art it aims to develop not only physical
prowess, but also the character of its participants. Karate training emphasizes discipline,
self-control, respect for others, sincerity, effort, and etiquette. A student who has
undertaken dedicated training with a qualified instructor will progress both physically and
mentally. By exerting this positive influence on the lives of its participants, Karate can
make a significant contribution to society as well.
Karate training brings about remarkable changes in brain chemistry. Neurotransmitters of

varying composition and concentrations are responsible for the control of nerve impulse
transmission in the central nervous system. These chemicals are -- acetylcholine,
norepinephrine, serotonin, dopamine, gamma amino butyric acid (GABA), glutamic acid,
endorphins and others, whose proportions change frequently so that a new balance that is
required is attained.
Increased levels of serotonin and dopamine have been recorded following intense karate
training. These would account for the mood elevation and antidepressant effects equal to
those of regular aerobic exercise. Changes in GABA, endorphins and other
neurotransmitters may well contribute to these psychological effects. Six to eight weeks
of karate training is known to have improved physical capabilities of Parkinson's disease
patients. Chronic alcoholics and smoking addicts have shown sustained improvement of
dopamine levels with regular practice of karate; which otherwise drop substantially on
withdrawal of these addictions.
One of the main neurotransmitters in the hippocampus is Acetylcholine which helps the
nerves communicate with one another and form memories. Lack of acetylcholine may result
in Alzheimer's disease, which is the most common form of dementia, a serious brain
disorder that impacts daily living through memory loss and cognitive changesmore
particularly in people above 65 years of age. Karate training enhances sharp mental focus
and quick reaction ability that regulates the production of acetylcholine.
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There is a small pineal gland at the base of the brain, which releases melatonin, a hormone
that influences diverse functions as sleep/wake cycles and prevents insomnia. The
production of melatonin, related chemically to serotonin, is upset are under stress. Regular
and systematic karate training results in increased energy levels, enhanced self-confidence,
self-esteem and lower anxiety levels, resistance to depression and improved coping ability.
The next stop in the body is the neck, where the thyroid and parathyroid glands are
located. The thyroid controls metabolic rate, and the parathyroid are involved in calcium
metabolism. Metabolic rate is influenced by any exercise form with an aerobic component
such as foot-work drills, and calcium metabolism by both cardiovascular and strength
training exercises.
Years of exposure to dust, particulate and chemical pollutants affect lungs and cause
constriction in the bronchioles leading to pulmonary disease, asthma resulting in dyspnoea
or breathlessness even with moderate exertion. Rigorous aerobic and tumbling drills have
been proved to address these issues.
Regular karate exercise also improves the body as a whole. Calcium metabolism, a complex
balance of many influences, is improved by karate strength and cardio training. In women
young enough to have adequate oestrogen levels, both types of exercise increase bone
mineral density. In post-menopausal women, such exercise will inhibit the bone density
decline that commonly occurs with passing years.
Karate training affects the great majority of the body's tissues, organs and systems to
bring about homeostatic stability and normal function. Training at optimal levels of
frequency, time and intensity can markedly reduce the risk of developing many of the
chronic diseases commonly seen. As such, the public health implications of establishing
widespread karate programs are important for society as a whole.
Children with behavioural, emotional and social problems (BESD) can benefit in numerous
ways from their parental training or physical schooling however the real benefit for using
karate as an intervention for those kids lies within the psychotherapeutic nature of the
martial arts like karate.
Children with behavioural, emotional and social difficulties (BESD) can benefit in a lot of
ways from their physical training but the true advantage for using karate as an intervention
for these children lies in the psychotherapeutic nature of the arts.
The psychotherapeutic benefits of karate have been the focus of a lot of research in the
past years that has brought to light some very interesting findings, which show that long
term training causes positive psychological and social adjustments. From a
psychotherapeutic viewpoint, karate may be viewed as formalized, refined systems of
human potential training which provide interesting, practical models of intervention.
Karate can be used as a tool for avoiding hostility and aggression, focusing instead on
avoiding conflict and impulsive actions. This peaceful attitude of course takes some time to
develop but it is taught from the first day to new students, affecting them positively.
Other psychological benefits include higher self-esteem and a more optimistic and
confident response to daily challenges, which can help children that feel not good enough
or inadequate cope with their stress and anxieties much more efficiently.
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Children with behavioural, emotional and social difficulties can benefit the most from the
cultivation of their concentration ability through their training. During their classes they
are taught how to set their mind on one thing only, such as a technique or a kata and
perform it without distractions. Children with BESD can also benefit from the controlled
environment of the class. Inside the training hall there are no noises, pictures or other
external stimuli to distract the child, who has to focus and pay attention. With proper,
longterm training children can learn how to master this skill in the dojo (training hall) and
then transfer it to their everyday life.
Dementia is characterised through a decline in diverse cognitive functions to the factor in

which it interferes extensively with a persons practical performance. Systematized karate
training contributes positively to the cognitive and neuro-motor functions of an person with
dementia.
We have to create an educational environment that mirrors real-life experiences and

provides the individual with life skills like integrity, initiative, flexibility, perseverance,
organization, effort, responsibility, patience, friendship, caring, courage and pride.
Different from the traditional factory-model educational approaches, in brain-based
philosophies, the teaching/learning environment must be designed in line with the way the
brain and body function. Karate is one such activity, which when practised regularly has a
positive effect on biological responses in both muscles and organs that, in turn, alter the
structure and functions of the brain. The coordination of complex body movements and the
adaption of continually changing exercises sustain cognition and decrease automatic
behaviours.
Traditional martial arts training is an effective way of transmitting desirable values and,
over time, moulds students with the idea of respect, benevolence, personal responsibility,
and a connection to the self through a strong mentor/student relationship. With sincere
and sustained efforts the legacy of traditional karate, must be preserved at any cost to
prevent it from extinction from the planet and should be made an indispensable part of the
educational curriculum. The parents on the other hand should aim to have their child
develop a respectful attitude, physical skill, mental clarity, and an understanding of the
body and of the physics of action in addition to the regular topics of the syllabus.
53
CONCLUSION
Parents need to create an environment for young children to flourish and integrate new and
developing skills. Their participation in early childhood education and care settings not only
improves childrens development but also strengthens families and parenting skills through
connecting and sharing with other families. It would be better if parents had adequate
opportunities to provide critical developmental information that creates lifetime positive
interactions to their children. When parent and family involvement is planned into the early
childhood education and care, and relationships between professionals and family members
are built on trust and respect, the greatest benefits are more.
Wellbeing is the combination of positive & negative effect balance and satisfaction with
life, and wellness largely pertains to the area of clinical and counselling psychology. It is a
broad concept that includes peoples satisfaction with their life, their personal development
and social functioning. Ayurveda and Yoga have been the traditional medicinal and health
practices since ages and have propounded the concept of mental and bodily wellness to the
generations to follow. Most of the ancient wellness concepts have largely focused on the
basic needs of an individual like health, nutrition and relaxation. With time, the above
concept has taken up a multi-dimensional definition, encompassing the individuals desire for
social acceptance, exclusivity and collective welfare, primarily influenced by changes in
society and in the lifestyles of individuals. Extraneous factors like globalization and a
greater awareness of the need for wellness among individuals have certainly generated
higher awareness
Social and emotional wellbeing is an alternative term for mental health. Mental health is the
capacity to manage our thoughts, feelings and behaviour positively so that we can enjoy life,
cope with stress, maintain positive relationships and work toward our goals. The way in
which we manage our thoughts, feelings and behaviour can influence almost everything that
we do. Positive mental health tends to be associated with better physical health, quality of
life, effective learning and positive achievements throughout life. Supporting healthy brain
development alongside social and emotional wellbeing has the potential for both positive and
lasting effects.
54
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Importance of Brain Development

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1

THE NEED FOR AWARENESS IN BRAIN DEVELOPMENT

ANATOMY OF BRAIN & HOW IT WORKS

Fig-1 The Brain

Serotonin, an opiate-like chemical is manufactured from tryptophan, an amino acid in the

Norepinephrine is a hormone most responsible for vigilant concentration and alertness. It

Another organic compound involved in local immune responses as well as regulating

Neuro-economics is a field of science that combines psychology, neuroscience and

FIRST SIX TO EIGHT YEARS OF BRAIN GROWTH

Upto 6 months of age it develops preferences to parents, grandparents and siblings,

Preteen age, between 8 to 12 years is an extremely important period in terms of emotional

BALANCED FOOD & NUTRITION TOWARDS BRAIN DEVELOPMENT

The B-complex and C vitaminswhich act together in a chain of chemical reactionshelp

Vitamin C is a powerful anti-oxidant. The highest concentrations of ascorbate in the body

IMPORTANCE OF BREATHING & OXYGEN TOWARDS BRAIN

Although breathing is a voluntary bodily function it can effected voluntarily by changing

The endocrine system consists of the hypothalamus, pituitary, thyroid, parathyroid,

Melatonin influences the development of reproductive system structures also. It inhibits

BRAIN REALTED DISEASES

An emotional behavioural disorder affects a persons control their emotions, ability to be

ODD or Oppositional Defiant Disorder is a behavioural disorder characterized by hostile,

Obsessive-Compulsive Disorder is characterized by fears and irrational thoughts that lead

An untreated behavioural disorder, may have negative effects on an individuals personal

Tests called functional behavioural assessments offer problem-solving help to address

A person may receive prescription medications to help manage a behavioural disorder.

Intellectual disability is common among young students when the IQ is measured 75 or

Dysthymia or chronic depression is characterized by a persistently sad disposition, always

and constipation. If someone becomes dependent on antidepressants, addiction is a

PRACTISING YOGA TOWARDS BRAIN DEVELOPMENT

Youth is characterized by dramatic biological, cognitive, and social changes including

Some experience significant fluctuations in self-esteem and appear more susceptible to

Transition to a school environment that emphasizes social comparison and competition at a

a) Yama (moral codes)

Yoga improves cardiovascular reactivity with a transcendental meditation program. The

Increase in the metabolism of glutathione and the production of antioxidant enzymes

IMPLICATION OF COGNITIVE NEUROSCIENCE FOR BRAIN DEVELOPMENT

Neuroscience is basically a combination of neurology, psychology, physiology and biology. It

Learning is improved by challenge and inhibited by threat. The brain is stimulated by

Cognitive neuroscience helps us understand how instruction supports the acquisition of

As per the concepts of neuroscience, attempting to address the consequences of adversity

PSYCHOLOGICAL & BEHAVIOURAL ASPECTS OF BRAIN DEVELOPMENT

Changes in psychological function or behaviour are triggered by changes in the nervous

Adverse childhood experiences are important determinants of psychiatric disorders,

Behavioural problems, also referred to as disruptive behavioural issues are common in

Behavioural disorders can be of various types - anxiety issues, disruptive behavioural

An emotional behavioural ailment influences someones potential to be satisfied, control

Oppositional defiant disorder is a behavioural disease characterised by irritable and

Other elements related to an individuals home lifestyles may additionally make

Person suffering from psychological or behavioural disorders may require prescription of

MEDITATION TOWARDS BRAIN DEVELOPMENT

Meditation is a continuous and profound contemplation on a subject or series of subjects of

and magnitude of these waves can be detected by electroencephalogram (EEG)

Mindfulness meditation promotes metacognitive awareness, decreases rumination via

KARATE AS A COMPULSORY SUBJECT TOWARDS BRAIN DEVELOPMENT IN

Karate training brings about remarkable changes in brain chemistry. Neurotransmitters of

Dementia is characterised through a decline in diverse cognitive functions to the factor in

We have to create an educational environment that mirrors real-life experiences and

1. Gulnawaz Usmani and Nighat Ahmad, Department of Economics, Aligarh Muslim

3. Pal GK1, Velkumary S, Madanmohan Effect of short-term practice of breathing

4. Cysarz D1, Bssing A. -Cardiorespiratory synchronization during Zen meditation.

5. Ditto B1, Eclache M, Goldman N. -Short-term autonomic and cardiovascular effects

6. Grossman P1, Taylor EW. Toward understanding respiratory sinus arrhythmia:

11. Hatice Bayindir An investigation of students attitudes towards brainbased