The Importance of Early (Formative Years)

The early years are so vital to brain development, emotional regulation, and our ability to form and maintain relationships.  Although this is not new research, but an area we have continued to learn the importance of through current neuroscience.  With technology as it is now we can actually see the physical changes that occur in brain structure, growth, and the distribution of grey matter as a result of healthy attachment relationships. Experts have observed the the brain develops from the bottom up and inside to outside. The initial development that occurs (as a result of secure attachment relationships, attunement, and regulation of the body and mind) act as a building block - our foundation if you will, that the rest of our brain development is built upon.  When this lower level / initial development does not  occur or is hindered this impacts the rest of the brain development that builds on top of it. Fortunately we are also aware of the ways in which we can enhance and promote optimal brain development as well as how we can repair and build upon areas undeveloped through  our early life experiences. 

  • According to Perry, (2001) the most significant relationship in a child’s life is the attachment to their primary caregiver, acting as an emotional template for future relationships.  When this is conflict ridden, with rejection typically at the core, the outcome may lead to fragile foundations for future relationships.
  • The most significant relationship in a child’s life is the attachment to their primary caregiver, acting as an emotional template for future relationships with a secure attachment relationship promoting optimal development of the right brain, affect regulation, and adaptive mental health.  (Perry, 2001;Schore, 2001).
  • When the primary caregiver is the source of safety and security, regulation occurs, when they are the source of perceived danger we learn that people and the world around us are untrustworthy and will not meet our needs (Hughes, 2009).
  • This has the potential to have a generational effect as noted by Siegel and Hartzell (2003) who indicate that when defense are rigidly constructed these unresolved issues from our own childhood can impact our ability to effectively respond in parenting, causing us to become frozen in our ability to adapt to our new role of caring for our children in a clear and consistent manner.


At ATTCH Niagara we genuinely believe that parents do the best that they can with what they have learned (often through their childhood experiences). If parents do not know how to meet their children’s needs because they did not experience this, they need to be shown and provided tools to help them move through experiences and situations that may be overwhelming or unfamiliar for them.  Awareness is such a powerful tool and parents are generally eager to learn, they just need to be shown by someone who has the knowledge through professional training, research, or experience.  We can learn to re-wire the brain through pattern-repetitive behaviour which forms new connections (new blueprints in our brain). Early years services are vital for helping parents learn to attune to their children’s needs, how to regulate them (mind and body) and how to form healthy attachment relationships that will serve as a resiliency factor throughout the lifespan.  
  •  The impact of early life experiences shape our future; Perry and Szalavitz (2008) describe children as being born “primed for connection.”
  • Perry indicates that we are born primed for love and attachment.  However this needs to be honed.  At birth we are not yet fully loving.  Our brains are extremely malleable and vulnerable (the most will ever be outside of the womb).  The genes that allow us to experience and give live need to be activated. If presented opportunity to experience empathy and love we can anticipate it will develop (Szalavitz & Perry, 2010)
  • Kuban, (2007) indicates that a caregiver that is using facial and vocal expressions that are engaging and stimulating while providing consistent and nurturing care allows the developing infant to grow with a sense of security and opportunity to meet developmental milestones. Conversely when a child has a stressed or insecure attachment they lack the sense of security that allows them to live in a comfortable state of arousal.
  • When a young child experiences repeated neglect a state of despair may result marked by a sense of rejection and hopelessness and shame through repetition and our subjective evaluation of situations (based on former experience) this can shape the lens through which we view the world (Siegel, 1999).
  • Children with a history of failed attachments usually have developed a variety of problems. 65% to 82% of children who have been in foster care have attachment issues and are missing some key developmental skills necessary to develop secure attachments (Hughes, 1999). Anger, aggression, withdrawal, depression, refusal to follow family rules, and the need to be in control at all times are symptoms which not only worry parents, but cause detriments to healthy social and emotional development. 

Parents need support during times when parenting is especially difficult.  Research also shows that 70% of mental health problems can be prevented through early intervention, parent training / support, and training of support systems (such as daycares and schools).  Perry also speaks to the ultimate irony in that at a time responsible for such rapid and crucial growth of the brain early years providers are paid so little and receive so little training in comparison to post-secondary instructors, responsible for the least brain growth and development. Essentially we are helping parents become aware of brain based parenting, helping them to learn how to regulate their children, to meet their needs and reduce temper tantrums (dysregualtion).  This has long lasting effects. 
  • Safety and security of knowing I am safe and my needs will be met allows me to learn how to regulate through experiences of distress, followed by relief.  If I am hurt and mom is there and nurture and understanding helping me make sense of what happened from a caregiver who remains calm, I then understand I am okay (Levine & Kline, 2008).
  • Alvarado, (2008) “when relationships hurt, we learn not to trust in relationships, whether at work, school or home.” At ATTCH we work with people to  help change the blueprints that people carry with them to form new understanding about people and the world around us.

​Trauma and attachment are areas we have researched extensively and we currently are running a 10 week session for parents, foster parents, and caregivers focusing on attachment informed parenting.  This is rich with information (much of the above is expanded on through our sessions) and it is vital information that the participants are eagerly soaking up and applying. 

© Lori Gill

Early Years Services Offered at Lori Gill Psychotherapy

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