Science and early childhood development

May 26, 2017 at 1:00 pm Leave a comment

The May 2107 issue of Young Children from the NAEYC is a theme issue all about brain science. One of the articles is titled Breakthrough impacts: What science tells us about supporting early childhood development (pp. 8-16) where the article is based on From Best Practices to Breakthrough Impacts: A Science-Based Approach to Building a More Promising Future for Young Children and Families.. (from the Center of the Developing Child, Harvard U.).

Page 12 lists 8 things to remember about child development:

  1. Even infant and young children are affected adversely when significant stresses threaten their family and caregiving environments.
  2. Development is a highly interactive process and life outcomes are not determined solely by genes.
  3. While attachments to their parents are primary, young children can also benefit significantly from relationships with other responsive caregivers both from within and outside the family.
  4. A great deal of brain architecture is shaped during the first three years after birth, but the window for opportunity for its development does not close on a child’s third birthday.
  5. Severe neglect appears to be at least as great a threat to health and development as physical abuse -possibly even greater.
  6. Young children who have been exposed to adversity or violence do not invariably develop stress-related disorders or grow up to be violent adults.
  7. Simply removing a child from a dangerous environment will not automatically reverse the negative impacts of the experience.
  8. Resilience requires relationships , not rugged individualism

TDSB teachers may contact the Professional Library to obtain a copy of this article – or any other from this issue, PH(416) 395-8289 or EM

Check it out! Rowan

Entry filed under: Articles. Tags: , .

French teacher? Check out IDELLO (free French resource for Ontario teachers) Bilingualism and the Brain

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