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The Science of Early Childhood Development

family of four walking at the street

Photo by Emma Bauso

By The National Scientific Council on the Developing Child

Tags: brain development, early childhood, policy and practice

Resource (PDF): The Science of Early Childhood Development (2007)

Core Concepts of Brain Development 

crop anonymous black mother holding hand of baby lying on bed
Photo by William Fortunato
  • Concept 1: Child development is the foundation for societal development 
    • Children are the foundation of a prosperous and sustainable society 
  • Concept 2: Brains are built over time
    • Concept 3: From genes and experiences that interact to shape the architecture of the developing  brain through “serve and return”
    • Concept 4: From the bottom up: advanced circuits (e.g., cognitive) build on top of simple circuits and skills (e.g., emotional) 
      • Concept 5: These circuits and skills (cognitive, emotional, social) are inextricably linked 
  • Concept 6: Toxic stress
    • Affects the nervous system and stress hormone system
    • Damages the architecture of the developing brain 
    • Can lead to lifelong problems in learning, behaviour (physical and mental)
  • Concept 7: Setting the right foundation early is most effective and less costly than addressing problems later

Implications for Policy and Practice

  • Promoting supportive relationships and rich learning opportunities for children creates a strong foundation for higher school achievement and later productivity in society 
  • Supports for vulnerable children later rather than earlier can have less favourable outcomes and cost more long-term
  • Quality early childhood services lies in the expertise, skills and capacity of well-trained staff and professionals

“When we invest wisely in children and families, the next generation will pay that back through a lifetime of productivity and responsible citizenship.”

The Science of Early Childhood Development

photo of man in raising baby under blue sky
Photo by Dominika Roseclay

Concept 1: Child development is the foundation for community and economic development 

  • The skills and capacities children develop from birth build the foundation for success into adulthood, such as:
    • Workforce skills
    • Cooperative and lawful behaviour 

Concept 2: Brains are built over time

  • Beginning before birth and continues into adulthood
  • Process begins by laying the foundation (like with building a house)
  • Brain architecture consists of “sensitive periods” that are associated with forming specific circuits 
    • Complex circuits and skills build on earlier circuits and skills
      • Early experiences are the foundation for lifelong learning, behaviour (physical and mental) 
        • Strong foundation = positive future outcomes
        • Weak foundation = increases possibility for later difficulties 

Concept 3: Genes and experiences interact to shape the architecture of the developing  brain through “serve and return”

  • The brain is filled with lots of connections among brain cells that are “wired” through the influence of genes and environment/experiences
    • Genes determine when specific brain circuits are borned
    • Individual experiences shape how that formation unfolds  
  • Appropriate sensory input (e.g., through hearing and vision) + stable, responsive relationships build healthy brain architecture that create a strong foundation 

Concept 4: Brains are built from the bottom up: advanced circuits (e.g., cognitive) build on top of simple circuits and skills (e.g., emotional) 

  • E.g., Being able to understand what a ball is then say the word “ball” depends on earlier development of the ability to differentiate and reproduce the sound
  • The ability to put words together and speak form the foundation for the ability to master reading and writing skills 

“Emotional well-being, social competence, and cognitive abilities together are the bricks and mortar that comprise the foundation of human development.”

adult affection baby child
Photo by Pixabay

Concept 5: Cognitive, emotional and social skills are linked 

  • Emotional and social skills (simple circuits) set the foundation for cognitive abilities (complex circuits) 
    • These are the foundation of human development 
    • E.g., Acquiring oral language depends on:
      • Adequate hearing of sounds
      • Ability to differentiate sounds
      • Capacity to link meaning to specific words 
      • Ability to concentrate, pay attention and engage in social interaction 
    • Are essential to success in school and later in the workplace and community

Concept 6: Toxic affects the nervous system and stress hormone system and can damage the developing brain architecture and lead to lifelong problems 

  • When the body’s stress management system is activated it produces a variety of physiological reactions:
    • Increase in heart rate
    • Rise in blood pressure
    • Elevated levels of stress hormones (e.g., cortisol) 
    • The body prepares to deal with threat (i.e., “fight -or-flight”) 
    • Prolonged activation of this system can have adverse effects, even to the developing brain 
  • Stress in early childhood can be growth-promoting or seriously damaging 
    • Depends on the intensity and duration of the experience
    • Children respond differently to stress 
    • A supportive adults helps to support a child to deal with stress 
man carrying her daughter smiling
Photo by Josh Willink
  • Three different types of stress:
  • Positive: moderate, short-lived, brief increases in heart rates and blood pressure; an important and necessary aspect of healthy development; supportive adult helps to bring stress response down  
    • E.g., Meeting new people, dealing with frustration, managing separation, getting an immunization, coping with adult limit-setting/discipline 
  • Tolerable: stress responses could disrupt brain architecture and have long term consequences; relieved by supportive relationships
    • E.g., death, serious illness of a loved one, fighting an injury, parent divorce, natural disaster 
  • Toxic: most threatening; prolonged activation of stress response; the absence of protective adult support; can affect the immune system and metabolic regulatory mechanisms; greater susceptibility to stress-related physical illnesses (cardio-vascular disease, hypertension, diabetes), mental health problems (depression, anxiety disorders, substance abuse)
    • E.g., extreme poverty, family chaos, recurrent physical or emotional abuse, chronic neglect, enduring maternal depression, substance abuse or exposure to violence in the community or within the family  

Concept 7: Setting the right foundation early is most effective and less costly than addressing problems later

  • When a circuit is “wired” it stabilizes with age, making it harder to alter 
  • Plasticity: the capacity of the brain to change; the brain is most plastic in early childhood and decreases with age
  • The window of opportunity for skill development remain open for many years; however, trying to change behaviour or build new skills on a weak foundation requires more work and is more expensive later

WEBSITE DISCLAIMER

This website is provided only for informational purposes and not intended to be used to replace professional advice, treatment or professional care. Always speak to your physician, healthcare provider or pediatrician if you have concerns about your own health or the health of a child.

Thank you for sharing!

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