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- Child
0:01:10 > 0:01:13- Childhood is an exciting time.
0:01:13 > 0:01:15- We start - to examine the world around us.
0:01:18 > 0:01:20- Our personality emerges...
0:01:20 > 0:01:23- ..as we play, use our imagination...
0:01:23 > 0:01:25- ..and make friends.
0:01:26 > 0:01:31- We learn skills which will steer us - on our adventure through life.
0:01:32 > 0:01:35- More importantly, - we have fun as we do it.
0:01:44 > 0:01:49- During the series, we follow three - generations of the Smith family.
0:02:03 > 0:02:07- They'll help us discover - how the body develops and matures...
0:02:07 > 0:02:09- ..during our lifetime.
0:02:12 > 0:02:14- How strong is your self-control?
0:02:14 > 0:02:17- How strong was it - when you were a child?
0:02:18 > 0:02:20- I want to eat it.
0:02:21 > 0:02:22- I want to eat it.
0:02:23 > 0:02:27- We asked five-year-old Tian - and four-year-old Nia...
0:02:27 > 0:02:30- ..to participate - in a famous experiment...
0:02:30 > 0:02:33- ..which tests our self-control.
0:02:34 > 0:02:38- All they have to do is sit - in an empty room for ten minutes...
0:02:38 > 0:02:43- ..without eating the tasty - marshmallow in front of them.
0:02:44 > 0:02:49- If the marshmallow is still there - when the ten minutes are up...
0:02:49 > 0:02:52- ..they can have another marshmallow.
0:02:52 > 0:02:55- Is the promise - of two marshmallows...
0:02:55 > 0:02:58- ..enough to stop them - eating the first one?
0:02:58 > 0:03:02- They both struggle - to stop looking at the marshmallow.
0:03:03 > 0:03:06- They use different strategies...
0:03:06 > 0:03:09- ..to take their minds - off the marshmallow.
0:03:09 > 0:03:12- This delayed gratification test...
0:03:12 > 0:03:15- ..demands a huge amount - of self-control.
0:03:16 > 0:03:19- The test - is based on research...
0:03:19 > 0:03:24- ..which claims children who resist - temptation for immediate reward...
0:03:24 > 0:03:27- ..and wait for later a reward...
0:03:27 > 0:03:30- ..do better at school - and in life...
0:03:30 > 0:03:34- ..than those who give in to - temptation and eat the marshmallow.
0:03:34 > 0:03:38- Time's up - and they both resisted temptation...
0:03:38 > 0:03:41- ..so they're given - a second marshmallow.
0:03:41 > 0:03:43- Well done, Tian and Nia!
0:03:51 > 0:03:54- Childhood obesity levels - are higher than ever.
0:03:54 > 0:04:00- A quarter of four and five years - olds in Wales are overweight...
0:04:00 > 0:04:02- ..and one in ten are obese.
0:04:03 > 0:04:07- Healthy diets, exercise - and obesity are familiar subjects...
0:04:07 > 0:04:10- ..but what explains - the increase in obesity...
0:04:11 > 0:04:15- ..and how does being overweight - affect a child's development?
0:04:18 > 0:04:22- Dietician, Sioned Quirke - invited me to join her...
0:04:23 > 0:04:25- ..as she prepared a family meal.
0:04:25 > 0:04:31- Sioned, how important is it to eat - a healthy diet from an early age?
0:04:31 > 0:04:33- It's crucial.
0:04:34 > 0:04:36- From the age of six months...
0:04:37 > 0:04:41- ..we start to establish - what food we do and don't like.
0:04:41 > 0:04:46- It's really important to give a baby - a wide range of healthy food.
0:04:46 > 0:04:50- It shapes what we eat as adults.
0:04:52 > 0:04:55- How big a problem - is childhood obesity?
0:04:55 > 0:04:58- It's a serious problem in Wales...
0:04:58 > 0:05:02- ..and we know the numbers - are increasing year on year.
0:05:02 > 0:05:04- This problem isn't going away.
0:05:05 > 0:05:07- What's the reason for this?
0:05:07 > 0:05:10- The diet we feed children - has changed.
0:05:11 > 0:05:15- We give them sugary, fatty food - and we do less home cooking.
0:05:17 > 0:05:22- The portion sizes most families - give their children is too big.
0:05:25 > 0:05:30- Children sit in front of computers - and TVs or look at their phones...
0:05:30 > 0:05:34- ..so they spend far less time - playing outdoors than in the past.
0:05:35 > 0:05:39- Will this impact our health - when we reach adulthood?
0:05:40 > 0:05:44- The numbers of people with diabetes - at a young age are growing.
0:05:45 > 0:05:49- Research suggests that, - if we're obese as children...
0:05:49 > 0:05:53- ..we're more likely - to be obese as adults.
0:05:54 > 0:05:57- The longer we are obese...
0:05:57 > 0:06:03- ..the higher the risk we run of - being affected by related diseases.
0:06:05 > 0:06:10- It's important to educate children - and parents to eat a healthy diet.
0:06:11 > 0:06:16- It's also important for children to - do more exercise at a young age...
0:06:16 > 0:06:19- ..so they follow that pattern - as they grow.
0:06:20 > 0:06:24- Yes, and if we see our parents - eat healthy, home-cooked food...
0:06:24 > 0:06:27- ..eating moderate portions - and exercising...
0:06:28 > 0:06:31- ..we learn that - this is the right thing to do.
0:06:33 > 0:06:37- Numerous studies - suggest that children and adults...
0:06:37 > 0:06:42- ..should try foods up to 15 times - before they actually like them.
0:06:45 > 0:06:49- After that time, if they still - don't like them, that won't change.
0:06:51 > 0:06:53- Keep trying is the message.
0:06:54 > 0:06:56- Yes - keep trying.
0:06:57 > 0:06:59- I'm sure Erin will enjoy this salad.
0:06:59 > 0:07:02- I'm sure Erin will enjoy this salad.- - Yes, and I hope so, and so will I!
0:07:09 > 0:07:12- Play is an important part - of childhood.
0:07:13 > 0:07:15- We have fun when we play...
0:07:15 > 0:07:18- ..but how important is it - to our development?
0:07:19 > 0:07:23- What is its purpose and do boys - and girls play in different ways?
0:07:24 > 0:07:27- We'll glimpse inside - a child's world with help from...
0:07:28 > 0:07:32- ..Mathew Jones from University - Of Wales Trinity Saint David.
0:07:33 > 0:07:37- We attached cameras - to Tian and Dewi, her friend.
0:07:39 > 0:07:42- We follow them around the room - as they play with blocks...
0:07:43 > 0:07:45- ..and in free play.
0:07:45 > 0:07:50- Free play allows them - to choose their activity or toys.
0:07:50 > 0:07:56- What does the footage tell us - about the way children play?
0:07:57 > 0:08:01- I asked Mathew and child development - expert, Carys Richards...
0:08:01 > 0:08:07- ..to watch and discuss what Tian - and Dewi did during the activities.
0:08:08 > 0:08:13- What we saw was that the boys - needed more space, in general terms.
0:08:13 > 0:08:18- The kinds of things they created - with Lego were movable...
0:08:19 > 0:08:23- ..and things they could - compare with their friends' models.
0:08:25 > 0:08:28- The girls tended to create - static models.
0:08:28 > 0:08:31- Things like buildings and castles.
0:08:34 > 0:08:36- Children have a vivid imagination.
0:08:37 > 0:08:39- Is creative play important for them?
0:08:40 > 0:08:44- Yes, and when we watch children - fully focused as they play...
0:08:44 > 0:08:47- ..we see they're very creative.
0:08:47 > 0:08:51- They use their brain to think, - to analyze and to solve problems.
0:08:51 > 0:08:54- Playing - is a child's job, essentially.
0:08:56 > 0:09:00- I made a really cool spaceship - and now it's broken.
0:09:01 > 0:09:03- When they had free play...
0:09:03 > 0:09:07- ..the boys went straight - to search for creatures.
0:09:07 > 0:09:12- They were going to be pirates - and stories came from that.
0:09:13 > 0:09:15- We need treasure.
0:09:15 > 0:09:17- We need treasure.- - A person to find the treasure.
0:09:18 > 0:09:23- From my research, as I observed - the boys in the role-play area...
0:09:23 > 0:09:27- ..Spider-Man was preparing - beans on toast for the whole family.
0:09:28 > 0:09:31- There was nothing - out of the ordinary there.
0:09:31 > 0:09:35- That shows that reality and fantasy - are interwoven.
0:09:36 > 0:09:39- Play develops in specific steps.
0:09:39 > 0:09:43- When we're very young, - we play in isolation.
0:09:46 > 0:09:51- Next, we watch what adults and other - children do and try to copy it.
0:09:51 > 0:09:56- At the age of five or six, - we develop to play more socially.
0:09:56 > 0:10:00- We play roles or give each other - characters to play.
0:10:01 > 0:10:06- Communication becomes increasingly - important when we play as a group.
0:10:06 > 0:10:11- How important is play - in the development of children?
0:10:12 > 0:10:14- Look at any species of animal...
0:10:14 > 0:10:16- ..and you'll see them play.
0:10:16 > 0:10:20- Kittens and puppies - wrestle and play together...
0:10:21 > 0:10:25- ..adopting - the behaviour of their parents.
0:10:25 > 0:10:27- That's how a child learns too.
0:10:28 > 0:10:32- By copying experiences - and experimenting with them...
0:10:33 > 0:10:37- ..and then seeing how adults - react to their behaviour...
0:10:37 > 0:10:40- ..that's how they learn and develop.
0:10:42 > 0:10:46- Boys and girls played - with the blocks in different ways.
0:10:47 > 0:10:51- There were even bigger differences - during the free play.
0:10:51 > 0:10:55- The boys went straight to the - toy box and played a fantasy game.
0:10:56 > 0:10:57- Thank you, Stingray.
0:10:59 > 0:11:04- Tian and her friend were happy - to sit quietly to draw and read.
0:11:04 > 0:11:08- Is there a biological reason - for this difference?
0:11:08 > 0:11:11- Some say we're different from birth.
0:11:11 > 0:11:15- Others say culture and upbringing - is more influential.
0:11:16 > 0:11:18- I'd say - it's a combination of both things.
0:11:19 > 0:11:22- Recent research suggests...
0:11:22 > 0:11:27- ..that the physical activity level - of a child...
0:11:28 > 0:11:32- ..is linked to chemicals released - by the fetus before birth.
0:11:32 > 0:11:37- These chemicals - develop to be some sort of map...
0:11:37 > 0:11:42- ..which determines how physically - active they'll be as they grow.
0:11:42 > 0:11:45- But the way children are raised...
0:11:45 > 0:11:49- ..plus the cultural and - social influences they encounter...
0:11:49 > 0:11:53- ..also have an impact - on their physical activity levels.
0:11:55 > 0:11:58- After the break, - we ponder and contemplate...
0:11:59 > 0:12:04- ..as we look at other important - childhood developmental steps.
0:12:04 > 0:12:05- .
0:12:07 > 0:12:07- Subtitles
0:12:07 > 0:12:09- Subtitles- - Subtitles
0:12:20 > 0:12:24- Reading is one of - the most complex tasks...
0:12:24 > 0:12:27- ..undertaken by the brain - in everyday life.
0:12:28 > 0:12:33- Unlike language, which is picked up - naturally when we're young...
0:12:34 > 0:12:35- ..we must learn to read.
0:12:36 > 0:12:39- The way - the brain does this is incredible.
0:12:42 > 0:12:45- At the School Of Psychology, - Bangor University...
0:12:46 > 0:12:50- ..Dr Manon Jones will run a test - to show me how we learn to read.
0:12:51 > 0:12:55- Put your head here, with your - forehead resting on the bar.
0:12:56 > 0:13:00- Read the paragraph and press - the Enter key when you're done.
0:13:01 > 0:13:04- First, I must read - a normal paragraph.
0:13:06 > 0:13:08- I'll then read a paragraph...
0:13:08 > 0:13:12- ..where words' internal letters - are jumbled up...
0:13:12 > 0:13:16- ..while the first and last letters - remain unaltered.
0:13:16 > 0:13:20- Manon will know how this affects - my ability to read...
0:13:21 > 0:13:24- ..because this machine - records my eye movement.
0:13:25 > 0:13:30- Your eye movement tells us what the - brain's processing at that time.
0:13:30 > 0:13:35- When we read, we assume our eyes - travel across the screen smoothly...
0:13:35 > 0:13:40- ..but they actually pause to absorb - information and register meaning...
0:13:40 > 0:13:43- ..then they move on - to the next word.
0:13:44 > 0:13:45- I sometimes go back too.
0:13:46 > 0:13:50- Yes, when you need more information, - your eyes go back.
0:13:51 > 0:13:53- It often happens on long words.
0:13:53 > 0:13:57- In this version, - the letters have been jumbled up.
0:13:58 > 0:14:03- As you can see, your eyes process - the information totally normally.
0:14:04 > 0:14:07- You read it slightly slower - than the first one...
0:14:07 > 0:14:11- ..but it wasn't a problem - and you read it quite normally.
0:14:13 > 0:14:18- Your brain is so used to reading the - same words over and over again...
0:14:18 > 0:14:22- ..it doesn't need the correct input - in order to read fluently.
0:14:23 > 0:14:27- Even when there are typographical - errors in written text...
0:14:28 > 0:14:32- ..your brain ignores them - and reads normally regardless.
0:14:32 > 0:14:35- This is a totally automatic process.
0:14:35 > 0:14:38- We read constantly - during our daily lives.
0:14:39 > 0:14:42- You read things online - or you read books.
0:14:42 > 0:14:47- Your brain strives to make sense - of text, even when it's incorrect.
0:14:47 > 0:14:50- It converts it into correct text.
0:14:50 > 0:14:55- The foundation of our ability - to read is laid at a young age.
0:14:55 > 0:15:00- Young children, aged four or five, - start to read simple words.
0:15:01 > 0:15:05- This is usually linked to the - pattern or shape of words on a page.
0:15:05 > 0:15:08- The crucial step - in our development...
0:15:08 > 0:15:12- ..happens when we're - between six and eight years old...
0:15:12 > 0:15:15- ..when we start - to break words into sounds.
0:15:15 > 0:15:19- This skill develops over time, - through practice...
0:15:19 > 0:15:24- ..and it allows us to read - longer, harder, unfamiliar words...
0:15:24 > 0:15:26- ..as we master the art of reading.
0:15:26 > 0:15:30- It's a miracle - that we learn to read at all.
0:15:30 > 0:15:32- Our brains aren't wired to read.
0:15:32 > 0:15:38- We create new connections between - areas which already have a function.
0:15:38 > 0:15:42- The left cerebral hemisphere - is dominant in language.
0:15:43 > 0:15:46- Information received - through the eyes...
0:15:46 > 0:15:50- ..is processed - in the primary visual cortex.
0:15:50 > 0:15:55- A network develops - between it and the angular gyrus.
0:15:55 > 0:15:58- Its main role - is in spatial cognition...
0:15:58 > 0:16:03- ..and forming connections - between objects and phonetic items.
0:16:03 > 0:16:08- That's how I know this is a table - and those are books, and so on.
0:16:08 > 0:16:13- The angular gyrus then forms a - connection with the frontal lobe...
0:16:14 > 0:16:16- ..which is responsible for speech.
0:16:16 > 0:16:20- That's how a three-year-old child - absorbs language.
0:16:21 > 0:16:25- We develop this network - - it isn't naturally present.
0:16:25 > 0:16:29- The brain - is more plastic when we're young...
0:16:29 > 0:16:33- ..and networks - are created easily and effectively.
0:16:34 > 0:16:38- Why is our childhood so long, - compared to other animals?
0:16:39 > 0:16:42- Our closest relative, - the chimpanzee...
0:16:42 > 0:16:44- ..can crawl at one month old.
0:16:44 > 0:16:48- We're born prematurely and we have - a lot of developing to do.
0:16:49 > 0:16:52- It was thought that - the fact we walk on two legs...
0:16:53 > 0:16:56- ..meant a woman - wouldn't be able to walk...
0:16:57 > 0:16:59- ..if her pelvis and hips - grew too big.
0:16:59 > 0:17:04- A narrower pelvis means the baby - must be smaller in order to get out.
0:17:04 > 0:17:09- New research claims it's - down to metabolism, not pelvis size.
0:17:09 > 0:17:13- A mother's body can only burn - a certain amount of calories.
0:17:13 > 0:17:16- After nine months of pregnancy...
0:17:17 > 0:17:21- ..the woman is close - to her metabolic ceiling...
0:17:21 > 0:17:23- ..and the baby must come out.
0:17:24 > 0:17:27- Once we're born, we develop slowly.
0:17:27 > 0:17:31- A chimpanzee reaches adult weight - when it's 12 years old.
0:17:31 > 0:17:34- Metabolism plays a part again.
0:17:34 > 0:17:38- As our complex brain develops, - it forms connections...
0:17:38 > 0:17:41- ..and this process - uses up a huge amount of energy.
0:17:41 > 0:17:44- Our growth is at its slowest...
0:17:44 > 0:17:48- ..during the time when the brain - forms most connections...
0:17:48 > 0:17:52- ..and that's between the ages - of four and five.
0:17:52 > 0:17:56- During this time, our brains - use over 40% of all our energy.
0:17:58 > 0:18:02- We grow faster to give our bodies - and brains time to develop.
0:18:02 > 0:18:07- Our developing cognitive skills - aren't as obvious...
0:18:08 > 0:18:12- ..as the physical changes - which take place during childhood.
0:18:12 > 0:18:14- Do children think like adults...
0:18:15 > 0:18:18- ..or do they see the world - in a different way?
0:18:18 > 0:18:20- If so, how can we prove it?
0:18:21 > 0:18:25- Educational Psychologist, - Dr Rosanna Stenner...
0:18:26 > 0:18:29- ..has prepared a few tests - for Ysgol Y Lawnt pupils.
0:18:29 > 0:18:34- We hope to demonstrate - how these cognitive skills develop.
0:18:35 > 0:18:38- Are there the same number of sweets - in each line?
0:18:38 > 0:18:43- Do reasoning skills differ between - a young child and an older child?
0:18:44 > 0:18:49- Younger children tend to - deal with visible, concrete things.
0:18:49 > 0:18:54- As they get older, children - can think more in the abstract...
0:18:54 > 0:18:59- ..and move things around in their - mind, not just in front of them.
0:19:01 > 0:19:06- First, the children are asked - which glass holds more water.
0:19:07 > 0:19:09- They're the same.
0:19:09 > 0:19:11- They're the same? Great.
0:19:12 > 0:19:16- These tests measure ability - to deal with conservation of size.
0:19:17 > 0:19:21- Both glasses - contain the same amount of water.
0:19:21 > 0:19:25- The water's shape changes - when it's poured into a tall glass.
0:19:25 > 0:19:30- Is there the same amount of water in - these glasses or a different amount?
0:19:31 > 0:19:33- We started with five-year-olds.
0:19:33 > 0:19:34- We started with five-year-olds.- - Different.
0:19:34 > 0:19:36- In what way?
0:19:36 > 0:19:38- In what way?- - There's more in this one.
0:19:38 > 0:19:39- There's less in that one.
0:19:42 > 0:19:47- The five-year-olds thought there was - more water in the tall glass.
0:19:48 > 0:19:52- That one's tall. That one's short.
0:19:52 > 0:19:54- Next, the six-year-olds.
0:19:56 > 0:20:00- Is there more water in this glass - or is there more in this glass?
0:20:01 > 0:20:02- The same amount.
0:20:02 > 0:20:04- The same amount.- - Well done.
0:20:04 > 0:20:10- Most six-year-olds said the glasses - contained the same amount of water.
0:20:10 > 0:20:11- The same.
0:20:12 > 0:20:16- The younger children thought there - was more water in the tall glass.
0:20:16 > 0:20:20- They couldn't differentiate - between shape and volume.
0:20:20 > 0:20:24- Older children - knew the volume was the same.
0:20:25 > 0:20:30- The second task tests the child's - conservation of number skills.
0:20:31 > 0:20:33- The same.
0:20:33 > 0:20:34- The same number? OK.
0:20:35 > 0:20:38- There are an equal number of sweets - in each line.
0:20:39 > 0:20:41- One line is longer than the other.
0:20:41 > 0:20:45- Will that influence - the five-year-olds' choice?
0:20:45 > 0:20:48- The same number of sweets - or a different number?
0:20:48 > 0:20:49- A different number.
0:20:49 > 0:20:51- A different number.- - In what way?
0:20:51 > 0:20:55- This one's that long, - now you've moved this out.
0:20:56 > 0:20:58- It's the six-year-olds' turn.
0:20:58 > 0:21:03- Is there the same number of sweets - in the lines or are they different?
0:21:03 > 0:21:05- The same.
0:21:05 > 0:21:08- The tests showed consistent results.
0:21:09 > 0:21:13- The five-year-olds tended to select - the biggest shape...
0:21:13 > 0:21:17- ..even though they'd seen - that the volume of water...
0:21:17 > 0:21:20- ..and number of sweets - hadn't changed.
0:21:20 > 0:21:25- Most six-year-olds understood that - volume and number stayed the same...
0:21:26 > 0:21:28- ..even though the shape changed.
0:21:28 > 0:21:33- Do we know why reasoning skills - improve in older children?
0:21:36 > 0:21:41- Older children have experimented - more with their environment...
0:21:41 > 0:21:44- ..and learned to conserve - through that.
0:21:45 > 0:21:50- They learn that a shape can change - while the elements stay the same.
0:21:51 > 0:21:56- Older children also develop skills - to think about things in our world.
0:21:58 > 0:22:01- They don't need real objects - to demonstrate that.
0:22:02 > 0:22:05- I wouldn't expect a young child - to learn to count...
0:22:05 > 0:22:08- ..without using objects like blocks.
0:22:08 > 0:22:12- An older child - can do some mental arithmetic...
0:22:12 > 0:22:16- ..and that involves - memory skills and language skills.
0:22:16 > 0:22:19- They all develop simultaneously.
0:22:19 > 0:22:23- Younger children haven't yet - developed those complex skills.
0:22:24 > 0:22:29- It's important to stress that this - isn't an intelligence test.
0:22:30 > 0:22:34- It's believed we all pass through - these developmental stages...
0:22:34 > 0:22:37- ..and we mature at different rates.
0:22:37 > 0:22:42- These tests indicate that children - think differently from adults...
0:22:42 > 0:22:46- ..and develop - in specific cognitive steps.
0:22:46 > 0:22:49- At around five or six, - our thought process changes...
0:22:50 > 0:22:52- ..and we can cope with - complex ideas.
0:22:53 > 0:22:58- The next big cognitive step happens - when we're around 11 years old.
0:23:01 > 0:23:04- Our long childhood - gives us time to grow and learn.
0:23:05 > 0:23:08- Cognitive skills - and thought processes change...
0:23:09 > 0:23:11- ..thus changing the way - we see the world.
0:23:11 > 0:23:15- We play in order to learn - about the real world...
0:23:15 > 0:23:18- ..and lose ourselves - in our imagination.
0:23:19 > 0:23:21- When we start junior school...
0:23:22 > 0:23:26- ..we interact with children and - practice complex social skills...
0:23:27 > 0:23:31- ..ready for the huge, confusing - changes which lie ahead of us.
0:23:31 > 0:23:35- In the next programme, - we compare faces...
0:23:35 > 0:23:39- ..and take risks, - as we look at the teenage years.
0:23:54 > 0:23:56- S4C subtitles by Eirlys A Jones
0:23:56 > 0:23:56- .