This is how our children's brains develop

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The brain is the control tower of our body and our lives. It is responsible for receiving the information through the five senses, processes it consciously or unconsciously and subsequently issues a behavior, which may be more conscious (response) or more unconscious (reaction). Everything that happens in the body goes through the brain, whether we are aware of it or not. I believe that some notions, at least basic, about what the brain is and how it evolves are essential for the educational task both from the point of view of parents and teachers and professionals.

To do this, I will begin by explaining that children's brains develop in three directions. In the first place, the brain develops from back to front, or what is the same, first the sensory zones (posterior brain) are activated and then the motor zones (anterior brain). Second, the brain develops from the bottom up, that is, it evolves from subcortical areas (lower brain) to cortical areas (upper brain). And third and last, the brain develops from the right side to the left side, which is why we are first emotional beings (right hemisphere) to later develop language, thought and reason (left hemisphere).

The communication between a baby and its attachment figure is essentially emotional, the language developing a few months after the emotional connection. Now, although the child's brain develops in these three directions, it is the parts that develop in the last place that will tend to dominate or exert control over those that evolved at first. Thus, we conclude that, the anterior brain will dominate the posterior (the prefrontal cortex will send over the most archaic and primitive areas of the brain), the neocortex will dominate the subcortex and the left hemisphere (linguistic hemisphere) tends to be more developed than the right (emotional hemisphere) due to the great importance that is given both in the educational system and in the family.
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Once we have seen the three directions in which the brain develops we will rely on a metaphor to understand the most relevant parts of the brain and their connection between them. I repeat again that the model of the four brains that I will explain below is a metaphor to be able to understand in a practical and simple way something as complex as the functioning and brain development.

The first brain that sits on the base of our brain is the reptilian brain, which anatomically corresponds to the brainstem and cerebellum. The basic function of this archaic and primitive structure of the brain is survival. Every time we are hungry, sleepy or thirsty our reptilian brain is activated to carry out a behavior that meets that need. In the case of neonates or very young children who cannot satisfy this need for themselves, they will initiate a behavior, which is usually crying, so that their reference figures cover the need in question. Said brain is automatic, involuntary, unconscious and reactive. Reflexes and survival needs are coded here, such as heartbeat or body temperature regulation. An injury or a tumor in this reptilian brain can cause death. The functions of the reptilian brain are attack, flight and paralysis. Those same functions are those that may arise in our children when they are punished, which is why we must reflect on the appropriateness of punishments.

Second, we talk about the emotional brain that is located in the limbic system. Like the reptilian, the emotional brain is an automatic, involuntary, unconscious and reactive brain. It shows emotions. Every time our children feel unfairly treated, the emotion of rage appears in the limbic system. As it is an involuntary and reactive brain, we cannot do anything to prevent the emotion from appearing, therefore, all the emotions experienced by our children must be accepted and legitimized. Emotion appears in the limbic system but it is not here that you learn to regulate it. Specifically, every time we feel fear, anger or sadness, some limbic system structures that are called cerebral tonsils are activated and adrenaline and cortisol are released, which causes us to hyperactive and not think or reason.

Thirdly, on the two subcortical brains that we have just seen, the rational brain that is the seat of unconscious thoughts is based. We are constantly thinking even if we are not aware of it. The rational brain corresponds to what the philosopher José Antonio Marina calls the generating intelligence.

And lastly we would have the executive brain that is located in the prefrontal cortex and is the one that differentiates us from other animals. In this executive brain the executive functions are based, hence its name. Executive functions are the psychological functions that are future-oriented and those that allow us to concentrate, inhibit or control impulses, plan ourselves, mathematical calculation, ethical awareness, emotional self-regulation, etc. The executive brain, unlike the previous three, is conscious, voluntary and persevering. Since the emotional brain is unconscious, we can meet people who are experts in managing emotions without being aware of how well they do it, but in the case of more rational skills such as learning a language, you cannot master a language Without us being aware. The first is an implicit learning while the second is explicit and conscious.

In order for our children to be able to self-regulate their emotions, it is necessary that there has been a correct vertical and horizontal integration of the brain. Vertical integration (development of the brain from the bottom up) and horizontal integration (development of the brain from back to front and from the right hemisphere to the left) will allow our children to regulate their own emotions. As I usually comment, we must teach our children to be human. One is not human because of being born with two legs, two arms, a brain and a human aspect, but one learns to be human. This learning will depend on the environment where the child develops, which is why we, as attachment figures of our children, are the most responsible for making our children human to be human beings.

Now, what happens at the neurobiological level when a child is in a tantrum? Given the refusal of his parents to buy a lollipop or the teacher's signal that the yard time is over, the child disagrees with the order imposed by the adult and, therefore, rage arises. When this emotion is present in the child, it is because the emotional brain has been activated, specifically, the cerebral tonsils. The tonsils in the child have been activated excessively, which causes the child to behave based on the rage he is experiencing, which is why the child can refuse to comply with the order and defend himself from the situation by attacking (hitting, insulting , kicking, etc.). This phenomenon is known as the kidnapping of the tonsil since it is this structure that takes care of the child's behavior. As we have seen, cortisol and adrenaline are released in the tantrum and this prevents the child from thinking, showing himself very emotional and unable to take care of himself or the situation.

Before a tantrum or any other intense emotion it is important that parents differentiate between what is emotion and the behavior associated with the emotion. Emotion arises in the limbic system (emotional brain) and since it is an automatic, involuntary and unconscious brain, no person can control the emotions they experience. What we can learn to manage or control are the behaviors associated with emotion. I explain. Following the example cited above, if Mario's parents have refused to buy him a lollipop because dinner time is about to arrive, it is normal and legitimate for Mario to feel rabid. No one should criticize him for experiencing that emotion, since Mario has not consciously decided. Emotions happen hopelessly. Every time things don't go our way we feel anger; Another very different thing is that we express it, but we always feel it. Since Mario has not bought the lollipop, he feels mad. Emotions happen yes or yes, we can do nothing to not experience them.

Now, another very different thing is the behavior associated with anger. Every time I experience rage (emotional brain) I want to attack, kick back, insult, spit, shout, hit, etc. It is natural and healthy to feel like doing it, but one thing is to feel like pushing and another thing is to do it. This is when the executive brain comes into play, the brain that allows us to be human with all the letters. We said that the prefrontal cortex (executive brain) is responsible for receiving information on impulses, instincts, needs, emotions, thoughts and ideas and all that gets into a cocktail shaker and

In conclusion, it is essential that we educate our children in that fourth brain: executive brain or prefrontal cortex. That is the only brain that is learned, and therefore taught. The rest of brains (reptilian, emotional and rational) are automatic, unconscious and reactive brains. We are the mothers and fathers, in addition to the teachers and the rest of society, responsible for shaping and building that executive brain, key to making people sensitive, autonomous, capable of solving conflicts, emotionally and socially intelligent, resilient and with good self esteem. We are the architects of our children's brains, both for good and for bad. Remember, you learn to be human. Let's teach our children to be human.