Transcript Document
The Developmental Science of Early Childhood Investments What Have We Learned? What Should We Do? Ross A. Thompson, Ph.D. Department of Psychology University of California, Davis [email protected] brain development nutrition developmental behavioral & molecular genetics Psychobiological development Psychobehavioral development emotions cognition language memory attachment Developmental neuroscience, developmental psychology, and the economics of human capital formation are yielding a common focus on development in the early years The developing young mind is remarkably active, capable, and self-organizing Knowledge grows through the brain’s activity in response to events that elicit interest and attention -- not through passive instruction Experiences - positive and negative are incorporated into the developing brain architecture • Common human experiences • Unique personal experiences • Abusive, traumatic experiences Brain development is life-long, but how it develops changes over time Cognitive, social, and emotional development are deeply interdependent in the early years Emotional health and social competence are a strong foundation for emerging cognitive abilities Early childhood stress influences developing brain architecture Chronic, severe, and/or uncontrollable stressful experiences and can lead to stress management systems that respond at lower thresholds, and may impair learning and memory Supportive relationships are the “active ingredients” of healthy brain development • capture interest • respond to child’s individuality • buffer stress • offer safety & security • create predictable routines “The early childhood years lay a foundation that influences the effectiveness of subsequent education efforts.” “Early intervention programs can improve the odds for vulnerable young children” From Neurons to Neighborhoods: The Science of Early Childhood Development (www.nap.edu) Investing in Young Children The healthy development of all children benefits society by providing a solid foundation for economic productivity, responsible citizenship, strong communities, and a secure nation. Investing in early childhood development is warranted by preventing later difficulty as well as enhancing developing potential Implications from Developmental Science • It is better to prevent problems from developing than to remediate them later • Pay attention to all aspects of early growth: physical, cognitive, social, emotional • Provide learning opportunities that are developmentally- and brain-appropriate • Incorporate close relationships into efforts to improve children’s outcomes • Invest with long-term yields in mind Potential strategies • Enhancing access to basic prenatal and well-baby care to promote early detection • Environmental policies reducing neurotoxin exposure for expectant mothers and young children. • Early and intensive home visitation for the most vulnerable families • High-quality, center-based early education for young children at risk of academic failure • Focus on two-generation interventions • Work-based income supplements for working parents with young children. Carefully designed investments in children can benefit society Cost/Benefit for Two Early Childhood Programs (Dollars returned for each dollar invested) A Two-Tiered Approach Basic health services and high quality early care and education can promote healthy development and early detection of problems in all children. TARGETED SERVICES HEALTH SERVICES & EARLY CARE AND EDUCATION Targeted services for children experiencing heightened stress can reduce disruptions of the developing nervous and immune systems that lead to later problems in learning, behavior, and health. There Are No Magic Bullets Positive relationships and high quality quality learning learning experiences can be promoted both at home and through a range of evidence-based parent education, family support, early care and education, and intervention services. A balanced approach to emotional, social, cognitive, and language development will best prepare children for success in school and later in the workplace. “On a purely economic basis, it makes a lot of sense to invest in the young. . . . Early learning begets later learning and early success breeds later success.” -- James J. Heckman, Ph.D. Nobel Prize laureate and University of Chicago economist Why? • “Skill begets skill” (self-productivity): early abilities provide a foundation on which later capabilities are constructed • Later remediation of early achievement failures is difficult and costly; prevention of these difficulties is more cost-effective • Both cognitive and noncognitive skills are essential foundations to adult workforce productivity • Early investments have a multiplier effect: they facilitate the productivity of later investments