0:00:00 > 0:00:00- Subtitles
0:00:00 > 0:00:02- Subtitles- - Subtitles
0:00:04 > 0:00:06- We're all different.
0:00:07 > 0:00:09- We all live a life - that's unique to us.
0:00:10 > 0:00:12- From our first breath...
0:00:12 > 0:00:14- ..throughout our life...
0:00:15 > 0:00:16- ..we learn and change...
0:00:16 > 0:00:19- ..we learn and change...- - ..as we adapt to our surroundings.
0:00:20 > 0:00:22- I'm Dr Anwen Jones, - a Physiology lecturer...
0:00:22 > 0:00:25- ..at Cardiff Metropolitan - University.
0:00:26 > 0:00:31- I'm Dr Katie Hemer, a Bioarchaeology - specialist at Sheffield University.
0:00:32 > 0:00:36- We'll look at the key developmental - steps for body and brain...
0:00:37 > 0:00:41- ..as we grow, mature and welcome - new members to our midst.
0:00:42 > 0:00:46- In each programme, we focus - on a specific stage of our life.
0:00:47 > 0:00:50- This is our journey through life.
0:00:56 > 0:00:59- Toddler
0:01:14 > 0:01:17- This is a newborn calf.
0:01:18 > 0:01:20- Within half an hour - of being born...
0:01:22 > 0:01:23- ..it can walk and feed.
0:01:24 > 0:01:27- It's ready to respond to any danger.
0:01:30 > 0:01:35- It takes about a year for a - human baby to take its first steps.
0:01:38 > 0:01:44- During the subsequent two years, - baby steps become confident strides.
0:01:45 > 0:01:51- Our ability to communicate develops - from sounds to words and sentences.
0:01:52 > 0:01:56- These years are important - and frustrating...
0:01:56 > 0:01:58- ..as we try to find our feet.
0:02:08 > 0:02:12- By our second birthday, we weigh - four times our birth weight.
0:02:12 > 0:02:15- But our growth rate slows down...
0:02:15 > 0:02:18- ..as we start to look - more like a child than a baby.
0:02:18 > 0:02:21- We take our first steps - when we're a year old.
0:02:22 > 0:02:24- We'll walk - around 700 metres in an hour.
0:02:24 > 0:02:27- That's seven football pitches.
0:02:27 > 0:02:31- We learn by falling, which - happens around 17 times per hour.
0:02:31 > 0:02:35- Once we start talking, - there's no stopping us!
0:02:35 > 0:02:38- At two years old, - we learn five new words every day.
0:02:38 > 0:02:42- At three years old, - we've heard over 30 million words.
0:02:43 > 0:02:44- To make this possible...
0:02:44 > 0:02:49- ..hundreds of connections between - brain cells are created every day.
0:02:49 > 0:02:54- By the time we're three, we have - 100 trillion of these connections.
0:02:55 > 0:03:00- So many connections, the brain - weeds out unnecessary ones...
0:03:00 > 0:03:02- ..in a process known as pruning.
0:03:02 > 0:03:07- It's like weeding the garden - to make room for plants to grow.
0:03:08 > 0:03:13- During the series, we follow three - generations of the Smith family.
0:03:28 > 0:03:33- They'll help us discover - how the body develops and matures.
0:03:37 > 0:03:39- Oh! Pig.
0:03:39 > 0:03:43- Bethan is just over 18 months old - and she's learning to talk.
0:03:44 > 0:03:45- Yes. Moo!
0:03:46 > 0:03:48- She loves - practising new words with Mam.
0:03:49 > 0:03:51- Mami.
0:03:52 > 0:03:53- Mami.
0:03:54 > 0:03:57- How does - our ability to speak develop...
0:03:57 > 0:03:59- ..from sounds to words to sentences?
0:04:00 > 0:04:04- At three months, we start to make - cooing, vowel sounds.
0:04:04 > 0:04:10- At six months, the sounds become - more organized and we babble.
0:04:11 > 0:04:12- Hee-ah!
0:04:12 > 0:04:13- Hee-ah!- - Yeah.
0:04:13 > 0:04:14- Hee-ah!
0:04:14 > 0:04:16- Hee-ah!- - Yeah.
0:04:17 > 0:04:21- We soon begin to mix - consonants and vowels...
0:04:21 > 0:04:23- ..to create sounds - like ba, ma and da.
0:04:26 > 0:04:28- We then learn to combine the sounds.
0:04:28 > 0:04:33- When we're a year old, we say things - which sound like words...
0:04:33 > 0:04:35- ..and we say our first words.
0:04:35 > 0:04:39- Katie is at the School Of Education, - Bangor University...
0:04:40 > 0:04:44- ..to meet child development expert, - Professor Enlli Mon Thomas...
0:04:45 > 0:04:48- ..and ask her - how infants learn to speak.
0:04:48 > 0:04:51- Children start to speak - when they're a year old.
0:04:51 > 0:04:54- What steps - lead to those first words?
0:04:54 > 0:04:57- The brain develops - a language system...
0:04:57 > 0:05:03- ..because the baby listens to what's - going on around its little ears.
0:05:05 > 0:05:09- # Good morning, good morning... #
0:05:09 > 0:05:12- The infant - hears a torrent of sounds...
0:05:12 > 0:05:17- ..and the brain must learn - where to separate those sounds...
0:05:17 > 0:05:21- ..to create units which make sense - - words and sentences.
0:05:21 > 0:05:25- An infant must get to know - the grammatical rules of language.
0:05:27 > 0:05:31- That's achieved - through exposure to that language...
0:05:31 > 0:05:36- ..and the brain processing examples - of different aspect of language.
0:05:36 > 0:05:40- Up and down. Up and down.
0:05:41 > 0:05:44- If a child hears dwy gath, dau gath.
0:05:44 > 0:05:46- Dau gath, dwy gath and so on...
0:05:47 > 0:05:52- ..the brain must decide which - is correct - dwy gath or dau gath.
0:05:52 > 0:05:58- When the brain hears enough examples - it assesses what's right.
0:05:59 > 0:06:02- But, in some aspects, - the brain isn't quite sure.
0:06:03 > 0:06:04- Things like mutations?
0:06:04 > 0:06:05- Things like mutations?- - Yes.
0:06:07 > 0:06:10- At 18 months, - we know around 20 words.
0:06:12 > 0:06:13- Giraffe.
0:06:15 > 0:06:18- At two years old, - we form short sentences.
0:06:18 > 0:06:20- You can have blue.
0:06:21 > 0:06:25- By the age of three, we start - to link sentences together...
0:06:25 > 0:06:29- ..and build a knowledge - of the rules of language.
0:06:29 > 0:06:34- The more a child hears the language - he or she is trying to learn...
0:06:34 > 0:06:39- ..the faster they'll recognize the - words, use those words themselves...
0:06:39 > 0:06:41- ..and form sentences.
0:06:42 > 0:06:45- In addition to - the wealth of language we hear...
0:06:46 > 0:06:51- ..the way language is transferred by - interaction with a child is vital.
0:06:52 > 0:06:56- Nia Magdalen, - also from the School Of Education...
0:06:56 > 0:07:00- ..has carried out research - to discover the effect...
0:07:00 > 0:07:03- ..of hearing language - and interaction...
0:07:04 > 0:07:06- ..on a child's capacity - to learn language.
0:07:07 > 0:07:10- She looked at - the effect of exposure to Welsh...
0:07:10 > 0:07:15- ..on children - from non-Welsh speaking backgrounds.
0:07:15 > 0:07:19- Every child must learn Welsh. - It's part of the curriculum.
0:07:21 > 0:07:25- A child whose parents and - grandparents don't speak Welsh...
0:07:26 > 0:07:30- ..isn't exposed to Welsh - until he or she starts school.
0:07:31 > 0:07:33- The aim of our research - was to use TV...
0:07:34 > 0:07:38- ..to introduce the children - to native Welsh models...
0:07:38 > 0:07:40- ..to expose them to more Welsh.
0:07:45 > 0:07:50- Two and three-year-old children - watched one Cyw programme a day...
0:07:50 > 0:07:52- ..for six weeks.
0:07:53 > 0:07:55- They then did some language tests...
0:07:55 > 0:07:58- ..which were based - on those TV shows.
0:08:02 > 0:08:03- Waldo says...
0:08:06 > 0:08:10- With help from Waldo, the tests - looked at language skills...
0:08:10 > 0:08:14- ..such as recognition - and vocabulary.
0:08:15 > 0:08:18- They also studied - things like mutation and syntax.
0:08:20 > 0:08:23- The parents - were quite worried at first.
0:08:23 > 0:08:29- They doubted their child - would like hearing Fireman Sam...
0:08:29 > 0:08:31- ..speaking a strange language.
0:08:32 > 0:08:37- In reality, where parents persevered - and showed the programmes again...
0:08:37 > 0:08:39- ..the children were delighted.
0:08:40 > 0:08:44- Seven young children - were part of this research group...
0:08:45 > 0:08:50- ..two of whom started to use - the Welsh language within the home.
0:08:51 > 0:08:53- That was the aim of the research.
0:08:53 > 0:08:58- To bring Welsh into children's homes - before they start school.
0:09:02 > 0:09:04- The research - was also carried out...
0:09:05 > 0:09:10- ..on older, four and five year old - children in English-medium schools.
0:09:10 > 0:09:13- The children - watched Cyw programmes in class.
0:09:14 > 0:09:18- Nia interacted with one group - but not with the other...
0:09:18 > 0:09:22- ..and a third group had Welsh - stories read to them and no TV.
0:09:22 > 0:09:26- The group which watched TV - and interacted...
0:09:26 > 0:09:28- ..did better on language tests.
0:09:29 > 0:09:31- It was an unexpected result for us.
0:09:31 > 0:09:35- We expected the story group - to come out on top.
0:09:35 > 0:09:39- Once they'd had a bit more input - and exposure...
0:09:39 > 0:09:43- ..all three groups - showed improvement in their Welsh.
0:09:44 > 0:09:45- It was great for us.
0:09:48 > 0:09:51- While they listen to a story - and read books...
0:09:51 > 0:09:54- ..we usually interact with children.
0:09:55 > 0:09:58- It gives us a chance - to discuss and learn...
0:09:58 > 0:10:01- ..by linking words and pictures - on the pages...
0:10:01 > 0:10:05- ..with objects, activities - and feelings.
0:10:05 > 0:10:09- A child can return - to the same page time after time.
0:10:09 > 0:10:13- Sharing a book is a great way - to capture the child's imagination.
0:10:17 > 0:10:21- We're not saying you can stick - your child in front of the TV...
0:10:21 > 0:10:23- ..and they'll learn a language.
0:10:25 > 0:10:30- The elements of interaction, - watching together and support...
0:10:30 > 0:10:34- ..which happen when you read a story - and sit one-to-one...
0:10:35 > 0:10:38- ..help a child acquire a language.
0:10:39 > 0:10:44- Nia's research shows that, - in addition to reading a story...
0:10:45 > 0:10:48- ..watching TV - can enrich a child's experience...
0:10:48 > 0:10:53- ..helping them to learn a language - and learn about the world.
0:10:53 > 0:10:57- But interacting with a child - as you do this is crucial.
0:10:58 > 0:10:59- Yes. Horse.
0:11:02 > 0:11:03- Look!
0:11:04 > 0:11:07- After the break, - we stare and move...
0:11:07 > 0:11:12- ..as we look at more important steps - in the development of toddlers.
0:11:13 > 0:11:13- .
0:11:16 > 0:11:16- Subtitles
0:11:16 > 0:11:18- Subtitles- - Subtitles
0:11:21 > 0:11:25- Our brains undergo huge changes - during the first years.
0:11:26 > 0:11:28- Every day - is full of new experiences.
0:11:31 > 0:11:36- Each one creates new connections - between brain cells...
0:11:40 > 0:11:44- ..which starts to shape our brains - for the life ahead of us.
0:11:47 > 0:11:52- It happens quickly, with 80% of - the process complete in two years.
0:11:56 > 0:12:01- This creates a foundation to prepare - us for the challenges awaiting us.
0:12:06 > 0:12:08- Why can't you remember being a baby?
0:12:09 > 0:12:13- You're unlikely to remember anything - before your second birthday.
0:12:13 > 0:12:15- It's called infantile amnesia.
0:12:16 > 0:12:21- Fellow mammals, such as monkeys and - mice also have infantile amnesia.
0:12:21 > 0:12:24- Scientists - have even halted it in mice.
0:12:24 > 0:12:29- But toddlers remember things such as - Mam's face or a trip to the zoo...
0:12:30 > 0:12:33- ..so memories are created - but we don't retain them.
0:12:33 > 0:12:35- Why not?
0:12:37 > 0:12:39- Several theories relate to this.
0:12:39 > 0:12:43- Some say we lack the language skills - to store memories.
0:12:43 > 0:12:48- Some say we're yet to develop - adequate self-awareness...
0:12:48 > 0:12:51- ..to store memories - in chronological order.
0:12:52 > 0:12:57- Others believe that so many neurons - are created in early infancy...
0:12:57 > 0:13:01- ..our access to memories - is somehow blocked.
0:13:04 > 0:13:07- A combination of those theories - may be at work.
0:13:07 > 0:13:10- We have - no definitive answer as yet.
0:13:21 > 0:13:26- It's incredible, but before a - certain point in our development...
0:13:27 > 0:13:29- ..we lack self-awareness.
0:13:30 > 0:13:33- In other words, - there was a point in time...
0:13:33 > 0:13:37- ..when I was unaware - that I was a distinct individual.
0:13:39 > 0:13:44- That sense of self-awareness is an - important step in our development.
0:13:45 > 0:13:48- A simple test is used - to demonstrates this.
0:13:48 > 0:13:53- All you need is a mirror, - some red face paint...
0:13:54 > 0:13:57- ..and lots of little volunteers.
0:13:57 > 0:14:01- These babies are between six months - and two years old.
0:14:02 > 0:14:06- We put a red spot on their noses - and place them in front of a mirror.
0:14:08 > 0:14:12- If they recognize themselves - when they see their reflection...
0:14:12 > 0:14:17- ..they should react by pointing at - or touching the red spot.
0:14:18 > 0:14:22- I asked clinical psychologist - Dr Mair Edwards...
0:14:22 > 0:14:25- ..to take a look - at the test results...
0:14:26 > 0:14:30- ..and explain what the test - says about our development.
0:14:31 > 0:14:34- Mair, what was going on - in that video?
0:14:35 > 0:14:39- Well, some infants - looked into the mirror...
0:14:39 > 0:14:43- ..and it was clear - they didn't recognize themselves.
0:14:44 > 0:14:47- Some reacted to - the other baby in the mirror...
0:14:47 > 0:14:51- ..but none of them recognized it - as their own reflection.
0:14:51 > 0:14:54- Then, we had - two slightly older children.
0:14:55 > 0:14:57- They recognized themselves.
0:14:57 > 0:15:01- Even without the spot on the nose, - they reacted to the mirror.
0:15:02 > 0:15:05- They became shy - when they saw themselves...
0:15:05 > 0:15:08- ..and they performed - in front of the mirror.
0:15:08 > 0:15:10- They recognized themselves.
0:15:11 > 0:15:13- At what age - does a child become self-aware?
0:15:14 > 0:15:16- Before a baby's first birthday...
0:15:17 > 0:15:21- ..he or she realizes - they have an effect on the world.
0:15:22 > 0:15:26- In terms of their cognitive, - neurological development...
0:15:27 > 0:15:32- ..there's a marked shift when a baby - is between 14 and 18 months old.
0:15:33 > 0:15:37- That's when a child - suddenly becomes self-aware.
0:15:37 > 0:15:42- The child realizes the world - isn't an extension of themselves...
0:15:42 > 0:15:47- ..and that the world carries on, - even if he or she can't see it.
0:15:47 > 0:15:49- Until we become self-aware...
0:15:49 > 0:15:54- ..we can't communicate fully with - other people as separate entities.
0:15:55 > 0:15:59- Another thing we look for - in slightly older children...
0:16:00 > 0:16:04- ..is they start to consider - what other people think...
0:16:04 > 0:16:09- ..or if people's experiences are - similar or different from their own.
0:16:10 > 0:16:15- They then begin to show empathy with - and sympathy for other people.
0:16:19 > 0:16:21- At some point - during our development...
0:16:22 > 0:16:27- ..most of us start to favour - one hand over the other...
0:16:27 > 0:16:31- ..when we carry out everyday tasks.
0:16:31 > 0:16:34- This is known as handedness.
0:16:37 > 0:16:39- Well done, Lili Wen.
0:16:41 > 0:16:43- Lili Wen is 18 months old.
0:16:43 > 0:16:46- As you can see, - she loves to do jigsaws.
0:16:48 > 0:16:51- I've monitored her, - and she shows no hand preference.
0:16:52 > 0:16:54- She uses both hands - to do her jigsaws.
0:16:56 > 0:16:59- Up to 90% of people - favour the right hand.
0:16:59 > 0:17:02- The other 10% - are either left-handed...
0:17:02 > 0:17:06- ..mixed-handed, according to - the task, or ambidextrous.
0:17:07 > 0:17:12- Men are twice as likely - to be left-handed than women.
0:17:12 > 0:17:15- We can do most tasks - with either hand...
0:17:15 > 0:17:18- ..but we tend to be more accurate - or faster...
0:17:19 > 0:17:22- ..when we use one hand - rather than the other.
0:17:24 > 0:17:29- Studies show that children begin to - favour one hand over the other...
0:17:29 > 0:17:34- ..for simple tasks such as eating - before their first birthday.
0:17:34 > 0:17:38- But in more complicated tasks - like building a tower...
0:17:38 > 0:17:43- ..hand preference isn't evident - until a child is three or four.
0:17:44 > 0:17:46- Genes play a part too.
0:17:47 > 0:17:49- If Lili's mother is left-handed...
0:17:49 > 0:17:53- ..Lili's up to 50% more likely - to be left-handed too.
0:17:55 > 0:17:58- In the womb, we're more likely - to suck our right thumb.
0:17:58 > 0:18:03- Babies are more likely to turn - on their right side than their left.
0:18:03 > 0:18:08- Perhaps our tendency to favour - one side is in us from the start.
0:18:08 > 0:18:12- Hundreds of genes are likely - to be part of the process.
0:18:12 > 0:18:17- Like many other things, our - surroundings also play their part.
0:18:18 > 0:18:24- Nature and nurture will have - an effect on which hand we favour.
0:18:24 > 0:18:26- What about Lili?
0:18:26 > 0:18:29- She hasn't chosen - her favoured hand yet.
0:18:30 > 0:18:35- Something which happens in the brain - when a child is three or four...
0:18:35 > 0:18:38- ..decides which hand - they'll favour forever.
0:18:44 > 0:18:48- It takes time and lots of practise - to learn new movements.
0:18:48 > 0:18:52- How do we do it and what part - do the people around us play...
0:18:52 > 0:18:55- ..as we learn these movements?
0:19:04 > 0:19:09- Our ability to learn new movements - by observing and copying others...
0:19:09 > 0:19:11- ..is an important skill.
0:19:11 > 0:19:15- Imitation helps us - learn all sorts of movements...
0:19:16 > 0:19:19- ..from clapping to throwing.
0:19:19 > 0:19:23- Imitation helps us - learn quickly and effectively.
0:19:25 > 0:19:27- Imitation starts - at a very young age...
0:19:28 > 0:19:30- ..as we interact with a parent...
0:19:30 > 0:19:32- ..and it continues as we grow.
0:19:33 > 0:19:37- I've come to Tir na n-Og Day Care - and Child Research Centre.
0:19:37 > 0:19:39- I met Dr Mihela Erjavec...
0:19:39 > 0:19:44- ..who's carried out research - into imitation skills development.
0:19:46 > 0:19:48- Some people - believe that imitation is innate...
0:19:49 > 0:19:52- ..but our results have shown - that this isn't the case.
0:19:52 > 0:19:56- Imitation, like all higher skills, - has to be learned.
0:19:56 > 0:19:58- Caregivers and parents...
0:19:58 > 0:20:03- ..help children learn imitation - through infancy and childhood.
0:20:06 > 0:20:08- Can you do this?
0:20:09 > 0:20:12- Children between 18 months - and four years old...
0:20:13 > 0:20:17- ..are asked to imitate - the researcher's movements.
0:20:17 > 0:20:21- The children are familiar with - some of the movements...
0:20:21 > 0:20:24- ..as they're part - of coordination games...
0:20:25 > 0:20:28- ..they've already practised - with Mam or Dad.
0:20:28 > 0:20:32- The child receives a sticker for - each movement imitated correctly.
0:20:33 > 0:20:37- The researcher adds new, - unfamiliar movements to the game.
0:20:39 > 0:20:43- Young children - struggle to copy the new movements.
0:20:44 > 0:20:49- Older children, who have more - movements in their repertoire...
0:20:49 > 0:20:53- ..and more experience of playing - games and interaction...
0:20:54 > 0:20:57- ..can copy movements - more accurately.
0:20:57 > 0:21:02- The broader the child's repertoire, - the more movements they can do.
0:21:02 > 0:21:05- The ability to learn new movements - through imitation...
0:21:06 > 0:21:11- ..is a vital developmental step - which happens a around nursery age.
0:21:11 > 0:21:14- It happens to everyone - at different times.
0:21:15 > 0:21:17- Imitation, like any other skill...
0:21:18 > 0:21:21- ..demands lots of practise - and experience.
0:21:21 > 0:21:23- To perform a complex movement...
0:21:24 > 0:21:27- ..the child must learn - each individual move...
0:21:27 > 0:21:31- ..and combine them - into a series of moves.
0:21:31 > 0:21:36- Imitation, coupled with our ability - to adjust movements...
0:21:36 > 0:21:41- ..through practise and experience - allows us to perfect the skill.
0:21:45 > 0:21:50- Mihela's research shows the - importance of social environment...
0:21:51 > 0:21:53- ..to a child's ability to imitate.
0:21:55 > 0:22:00- We were able to show how important - interactions with caregivers are...
0:22:00 > 0:22:03- ..for development of this skill.
0:22:03 > 0:22:07- What we hope to do in the future - is to look more closely...
0:22:07 > 0:22:11- ..into what kind of training, - what kind of interactions...
0:22:12 > 0:22:14- ..are key for the children...
0:22:14 > 0:22:17- ..to be able to hit - those developmental milestones...
0:22:17 > 0:22:20- ..that we think - imitation contributes to.
0:22:20 > 0:22:23- Our ability to imitate others, - learn movements...
0:22:24 > 0:22:27- ..and, ultimately, - create new movements of our own...
0:22:28 > 0:22:30- ..is vital during our development.
0:22:31 > 0:22:34- It allows us to develop - more complex skills...
0:22:34 > 0:22:36- ..such as speech - and throwing a ball.
0:22:37 > 0:22:40- This skill develops - throughout our lives.
0:22:40 > 0:22:45- It's less obvious, but we still - imitate other people's movements...
0:22:46 > 0:22:50- ..in social situations - such as a chat, even in adulthood.
0:22:50 > 0:22:52- Watching other people's movements...
0:22:53 > 0:22:57- ..helps us understand their motives - or how they feel.
0:23:01 > 0:23:03- Tractor.
0:23:04 > 0:23:07- We find our voice - between the age of one and three...
0:23:07 > 0:23:09- ..and we master life on two legs.
0:23:10 > 0:23:12- Our movements - become more complex...
0:23:13 > 0:23:16- ..as we watch, - copy and learn from others.
0:23:17 > 0:23:21- Even more importantly perhaps, - we develop self-awareness.
0:23:21 > 0:23:25- We learn who we are - and we realize that we're unique.
0:23:25 > 0:23:30- These new skills prepare us - for the next developmental steps...
0:23:30 > 0:23:33- ..which happen during childhood.
0:23:35 > 0:23:40- In the next episode, we go to school - as we learn to read, play...
0:23:41 > 0:23:43- ..and develop cognitive skills.
0:23:57 > 0:23:59- S4C subtitles by Eirlys A Jones
0:23:59 > 0:23:59- .