In early stage of life, brain is most flexible or “plastic” to adapt a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges.
Therefore, promote healthy brain development by influence a baby’s developing brain is easier and more effective than to rewire parts of its circuitry in the adult years.
There are various ways to promote brain and child development, physical activity is one of the ways.
Physical activities are important for all ages, including babies and older people.
Physical activity is a simple, yet important, method of ensuring better cognitive development in a child at an early age.
It helps improve memory, learning ability, and also reduces the risk of late-life cognitive impairment and dementia (Chaddock et al., 2010).
Exercise also helps improve circulation of blood and oxygen to the brain. This ensures improved nerve functioning that enhances your child’s overall physical, cognitive and psychological health.
A 2008 study published in Educational Psychology Review reports that systematic exercise programs may actually enhance the development of specific types of mental processing known to be important for meeting challenges encountered both in academics and throughout life (Tomporowski, Davis, Miller & Naglieri, 2008).
Another study published in 2010 in Brain Research found that children who are physically fit have a bigger hippocampus and perform better on a memory test than their less-fit peers (Chaddock et al., 2010).
Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., VanPatter, M., … Kramer, A. F. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Research, 1358, 172–183. http://doi.org/10.1016/j.brainres.2010.08.049
Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and Children’s Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20(2), 111–131. http://doi.org/10.1007/s10648-007-9057-0