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From Neurons to Neighborhoods: the Science of Early Childhood Development

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From Neurons to Neighborhoods: the Science of Early Childhood Development DOCUMENT RESUME ED 446 866 PS 029 005 AUTHOR Shonkoff, Jack P., Ed.; Phillips, Deborah A., Ed. TITLE From Neurons to Neighborhoods: The Science of Early Childhood Development. INSTITUTION National Academy of Sciences National Research Council, Washington, DC. Board on Children and Families.; Institute of Medicine (NAS), Washington, DC. SPONS AGENCY National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; National Inst. of Mental Health (DHHS), Rockville, MD.; Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau.; Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD.; Centers for Disease Control and Prevention (DHHS/PHS), Atlanta, GA.; National Inst. of Nursing Research (NIH), Bethesda, MD.; Administration for Children, Youth, and Families (DHHS), Washington, DC.; Administration for Children and Families (DHHS), Washington, DC.; Special Education Programs (ED/OSERS), Washington, DC.; Commonwealth Fund, New York, NY.; Ewing Marion Kauffman Foundation, Kansas City, MO. ISBN ISBN-0-309-06988-2 PUB DATE 2000-00-00 NOTE 602p.; Produced by the Committee on Integrating the Science of Early Childhood Development. Also sponsored by the Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation, the Heinze Endowments, the Irving B. Harris Foundation, and National Academies funds. AVAILABLE FROM National Academy Press, 2101 Constitution Avenue, NW, Lockbox 285, Washington, DC 20055; Tel: 888-624-8422 (Toll-Free); Tel: 202-334-3313; Fax: 202-334-2451; Web Site: http://www.nap.edu ($39.95, plus $4.50 shipping and handling for first copy ordered and $0.95 for each additional copy. Residents in CA, DC, FL, MD, MO, TX, or Canada must add applicable sales tax or GST. 20t discount off books ordered online. Discount on quantity orders of 5 or more copies). PUB TYPE Books (010) Information Analyses (070)-- Reports Research (143) EDRS PRICE MF03/PC25 Plus Postage. DESCRIPTORS Brain; Change Strategies; *Child Development; *Childhood Needs; Cognitive Development; Cultural Influences; Early Childhood Education; *Early Experience; Emotional Development; *Infants; Nature Nurture Controversy; Neurology; *Preschool Children; State of the Art Reviews; Theory Practice Relationship IDENTIFIERS *Brain Development ABSTRACT The Committee on Integrating the Science of Early Childhood Development reviewed an extensive, multi-disciplinary, and complex body of research covering the period from before birth to entry into Kindergarten to generate an integrated science of early childhood development and the role of early experiences. The result of the committee's review, this book Reproductions supplied by EDRS are the best that can be made from the original document. synthesizes the literature, elaborates on a number of core concepts of development, and offers recommendations for policy and practice. The committee's conclusions and recommendations are grounded in four overarching themes:(1) all children are born wired for feelings and ready to learn;(2) early environments matter, and nurturing relationships are essential; (3) society is changing, and the needs of young children are not being addressed; and (4) interactions among early childhood science, policy, and practice are problematic and demand dramatic rethinking. Following an executive summary, the book's chapters are as follows:(1) "Introduction";(2) "Rethinking Nature and Nurture"; (3) "The Challenge of Studying Culture";(4) "Making Causal Connections"; (5) "Acquiring Self-Regulation"; (6) "Communicating and Learning";(7) "Making Friends and Getting Along with Peers"; (8) "The Developing Brain"; (9) "Nurturing Relationships";(10) "Family Resources"; (11) "Growing Up in Child Care";(12) "Neighborhood and Community";(13) "Promoting Healthy Development through Intervention"; and (14) "Conclusions and Recommendations." The book's four appendices include related reports from the National Academies, and discussion of technologies for studying the developing human brain. Contains 1,821 references.(HTH) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. I]TOMaro toe_J 'NATIONAL RESEARCH COUNCIL 0 INSTITUTE OF 'MEDICINE ,CZ.V 0 U.S. $39.95 Canada $58.95 From the moment of conception to the initial, tentative step into a kindergarten classroom, early childhood development takes place at a rate that exceeds any other stage of life. The capacity to learn and absorb is simply astonishing in these first years of life. Raising a child is, therefore, one of the most complicated and important challenges for parents, caregivers, and pol- icy makers. How we do it is a highly personalized and sharply politicized issue, in part because every person can claim some level of "expertise." The debate has been especially intense as discoveries about early human development in the womb and in the first months and years have reached the popular media. With a wealth of new findings in neurobiology as well as in behavioral and social sciences, the goal is to use this burgeoning knowledge in away that will ensure the well- being of all young children, for their, own sake as well as for the sake of the nation. This is especially true in light of the dramatic transformations in the social and economic circumstances in which families with young children are living today. What impact does child care have on a child's develop- ment? What lasting toll does family stress have on a child? What are the most important known influences on early brain development? Can early interventions alter the course of early development for the better? What role do parents really play in the earliest years of life? These are only some of the questions asked and answered by From Neurons to Neighborhoods. The conclusions and recommendations are very specific, derived from a rich and extensive knowledge base firmly grounded in four core 'themes: All children are born wired for feelings and ready:to learn. environments matter and nurturing relationships are essential =`/ Society is changing and the needs of young children are not being addressed Interactions among early childhood science, policy, and proctiie are problematic and demand rethinking (Coptinued an back flap) From Neurons to Neighborhoods The Science of Early Childhood Development Committee on Integrating the Science of Early Childhood Development Jack P. Shonkoff and Deborah A. Phillips, Editors Board on Children, Youth, and Families National Research Council and Institute of Medicine NATIONAL ACADEMY PRESS Washington, D.C. 4 NATIONAL ACADEMY PRESS 2101 Constitution Avenue, N.W. Washington, D.C. 20418 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. The study was supported by funds provided by the National Institute of Child Health and Human Development, the National Institute of Mental Health, the Office of Mater- nal and Child Health Bureau of the Health Resources and Services Administration, the Substance Abuse and Mental Health Services Administration, the Centers for Disease Control and Prevention, the National Institute of Nursing Research, the U.S. Department of Health and Human Services' Office of the Assistant Secretary for Planning and Evalu- ation, the Administration on Children, Youth, and Families, the Administration for Children and Families, the Office of Special Education Programs in the U.S. Department of Education, The Commonwealth Fund, the Ewing Marion Kauffman Foundation, the Heinz Endowments, the Irving B. Harris Foundation, and National Academies funds. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the organizations or agencies that provided support for this project. Library of Congress Cataloging-in-Publication Data From neurons to neighborhoods : the science of early child development / Jack P. Shonkoff and Deborah A. Phillips, editors. p.cm. Includes bibliographical references and index. ISBN 0-309-06988-2 (hardover : alk. paper) 1. Child developmentUnited States. 2. Preschool childrenUnited States. 3. Preschool childrenServices forUnited States. 4. Nature and nurtureUnited States. 5. Early childhood educationUnited States.I. Shonkoff, Jack P. II. Phillips, Deborah. HQ767.9.F76 2000 301.231dc21 00-010760 Additional copies of this report are available from National Academy Press, 2101 Con- stitution Avenue, N.W., Lockbox 285, Washington, D.C. 20055. Call (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area). This report is also available online at http://www.nap.edu Printed in the United States of America Copyright 2000 by the National Academy of Sciences. All rights reserved. Suggested citation: National Research Council
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