This tabletop board game experience was designed to engage policymakers, community and business leaders, health and education service providers, and government officials in understanding the science of early brain development—what promotes it, what derails it, and what are the consequences for society.
This working paper from the National Scientific Council on the Developing Child explains why an environment of relationships is crucial for the development of a child’s brain architecture, which lays the foundation for later developmental outcomes.
This report synthesizes 15 years of dramatic advances in the science of early childhood and early brain development, analyzes evidence generated by 50 years of program evaluation research, and presents a framework for driving science-based innovation in early childhood policy and practice.
This brief explains how providing stable, responsive, nurturing relationships in the earliest years of life can prevent or even reverse the damaging effects of early life stress, with lifelong benefits for learning, behavior, and health.
This working paper from the National Scientific Council on the Developing Child discusses how a child’s capacity to regulate emotions develops in a complex interaction with his or her environment and ongoing mental, physical, and social development. It also discusses the implications of this research for policies affecting young children, their caregivers, and service providers.
This online course draws from research in neuroscience, psychology, economics, anthropology, and program implementation and evaluation in order to discuss ECD and explore its role in achieving the United Nations’ Sustainable Development Goals.
This working paper from the National Scientific Council on the Developing Child explains how exposure to toxins before birth or early in life can have a devastating and lifelong effect on the developing architecture of the brain.
Early experiences can affect how and if genes are expressed.This working paper from the National Scientific Council on the Developing Child explains how children’s early environmental influences shape their developing brain architecture.
This report provides a framework for using evidence to improve child outcomes in learning, behavior, and health.
This report outlines seven core concepts of development, and explains their implications for policies and programs that could significantly improve children’s lives.
This video from the InBrief series addresses basic concepts of early childhood development, established over decades of neuroscience and behavioral research.
This 3-minute video adapts the visual sensibility of interactive game models to a video format. Based loosely on such games as “Guitar Hero,” “SimCity,” and “The Game of Life,” the video portrays how actions taken by parents, teachers, policymakers, and others can affect life outcomes for both the child and the surrounding community.
This working paper from the National Scientific Council on the Developing Child explains key scientific advances in understanding why the early years matter for brain development, as well as the implications of those findings for policy.
Center director Jack P. Shonkoff’s Education Nation talk was part of a session on the science of early brain development and how it affects lifelong learning, behavior, and health. The two-day summit, held during September of 2011, brought together educators, parents, policymakers, elected officials, business leaders, students, and others to discuss pressing topics in American education.
This brief discusses five numbers that illustrate the importance of early childhood to the learning, behavior, and health of later life.
This brief explains how the science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.
This educational video series on the importance of the early years was created by the Project for Babies, a former initiative of the University of Minnesota Center for Early Education and Development.