Early Experience-Based Brain Development �€“
The exponential growth in new knowledge from the natural sciences and social sciences, during the past two decades about Early Child Development [ECD], has reinforced the recognition of early childhood educators about the importance of ECD on the later stages of development. This body of knowledge comes from a number of sources, such as �€“ longitudinal studies of birth cohorts, observational studies of children in different social environments, randomized trials of strategies to improve ECD in the early period of life [including the in-utero period], population-based epidemiological studies of the health, learning and behaviour, and neuroscience studies of brain development. We now better understand the effect of brain development in the early years on learning, behaviour and health and the biological pathways that are involved. The evidence from all these various fields of study shows a strong concordance. It is now understood that the experience or stimulation the brain is exposed to in early life has a major effect on setting neuron function and the wiring and sculpting of the billions of neurons in the brain which sets trajectories for health, learning and behaviour through the life cycle. The quality and frequency of the interaction with young children determines the level of development. There is what is called a dose effect on brain development. In a careful analysis of when stimulation or experience has the greatest effect on human development, Heckman [2000 Nobel Prize winner in economics] has concluded that investment in the preschool period has a greater effect on development than the school system. Programs to retrain or educate the adult population do not produce major gains in human development. Thus, your work as early childhood professionals that has a significant effect on experience-based brain development in the early years has to be a high priority for investment by society if you want a high quality population for the future. |
