- Reports & Working Papers
- InBrief Series
- InBrief: The Science of Early Childhood Development
- InBrief: The Impact of Early Adversity on Children's Development
- InBrief: Early Childhood Program Effectiveness
- InBrief: The Foundations of Lifelong Health
- InBrief: Executive Function: Skills for Life and Learning
- InBrief: Early Childhood Mental Health
- InBrief: The Science of Neglect
- Science Briefs
- Evaluation Science Briefs
- InBrief Series
- Interactive Features
- The Spectrum of Neglect: Four Types of Unresponsive Care
- Driving Science-Based Innovation in Policy & Practice: A Logic Model
- How Early Experiences Get Into the Body: A Biodevelopmental Framework
- How Early Experiences Alter Gene Expression and Shape Development
- Core Concepts in the Science of Early Childhood Development
- Five Numbers to Remember About Early Childhood Development
- Decision-Maker's Guide - Interactive
- Lectures & Presentations
- Interactive Features
- Stories from the Field
- Tools & Guides
- Articles & Books
InBrief: The Science of Neglect
Extensive biological and developmental research shows significant neglect—the ongoing disruption or significant absence of caregiver responsiveness—can cause more harm to a young child’s development than overt physical abuse, including subsequent cognitive delays, impairments in executive functioning, and disruptions of the body’s stress response. This edition of the InBrief series explains why significant deprivation is so harmful in the earliest years of life and why effective interventions are likely to pay significant dividends in better long-term outcomes in learning, health, and parenting of the next generation.
Driving Science-Based Innovation in Policy and Practice: A Logic Model
This narrated interactive feature presents a logic model showing how policies and programs that strengthen specific kinds of caregiver and community capacities can build the foundations of healthy development. These support beneficial biological adaptations in the brain and other organ systems, which lead to positive outcomes in health and development across the lifespan.
Voices from Frontiers of Innovation: Building Adult Capabilities
A new interactive video gallery includes members of Frontiers of Innovation (FOI) speaking about how the initiative’s science-based theory of change for achieving breakthrough outcomes for vulnerable children and families is relevant to—and changing—the way they and others work in a range of policy and practice sectors.
Working Paper #13
Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience
Decades of research in the behavioral and social sciences have produced substantial evidence that children who do well despite serious hardship have had at least one stable and committed relationship with a supportive parent, caregiver, or other adult. This Working Paper from the National Scientific Council on the Developing Child explains how protective factors in the social environment and highly responsive biological systems interact to produce resilience, or the ability to adapt in the face of significant adversity.
InBrief: Early Childhood Mental Health
The science of child development shows that the foundation for sound mental health is built early in life, as early experiences—which include children’s relationships with parents, caregivers, relatives, teachers, and peers—shape the architecture of the developing brain. Disruptions in this developmental process can impair a child’s capacities for learning and relating to others, with lifelong implications. This two-page summary—part of the InBrief series—explains why, many costly problems for society, ranging from the failure to complete high school to incarceration to homelessness, could be dramatically reduced if attention were paid to improving children’s environments of relationships and experiences early in life.
"Leveraging the Biology of Adversity to Address the Roots of Disparities in Health and Development"
Drawing on emerging science about how early adversity becomes “built into the body” and can impair learning, behavior, and health for a lifetime, this paper, by Center Director Jack P. Shonkoff, proposes an enhanced theory of change to promote better outcomes for vulnerable young children and to catalyze a new era of more effective early childhood policy and practice. The article appeared, ahead of print publication, on the web site of the Proceedings of the National Academy of Sciences of the United States of America.