The Science of Early Childhood Development—Closing the Gap Between What We Know and What We Do

The Science of Early Childhood Development—Closing the Gap Between What We Know and What We Do by National Scientific Council on the Developing Child-Center on the Developing Child-Harvard University, 2007, 13 pp, Free, softcover. A Science Based Framework for Early Childhood Policy—Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children by National Scientific Council on the Developing Child-Center on the Developing Child-Harvard University, 2007, 33 pp, Free, softcover. These two monographs from the Center on the Developing Child of Harvard University and the National Scientific Council on the Developing Child, both chaired by Jack Shonkoff, MD, represent a manifesto for appropriate political action for maximizing child development potential. Only 13 and 33 pages, respectively, they cover the relevant research into the state of the art of Child development and the policy implications of the findings. The first, Closing the Gap, is an excellent general summary of our knowledge of brain development and opens with the following: “The future of any society depends on its ability to foster the health and well-being of the next generation. Stated simply, today's children will become tomorrow's citizens, workers, and parents. When we invest wisely in children and families, the next generation will pay that back through a lifetime of productivity and responsible citizenship. When we fail to provide children with what they need to build a strong foundation for healthy and productive lives, we put our future prosperity and security at risk. ” The monograph proceeds to list and discuss the evidence for six core concepts: (1) all aspects of adult human capital, from work force skills to cooperative lawful behavior, build upon capacities that are developed during childhood; (2) brains are built over time; (3) genes interact with experience and literally shape the architecture of the developing brain; (4) brain architecture and abilities are built from the bottom up; (5) cognitive, emotional, and social capabilities are inextricably intertwined throughout the life course; (6) toxic stress in early childhood is associated with persistent effect on the nervous system that can damage the developing brain architecture; and (7) creating the right conditions for early childhood development is likely to be more effective and less costly than addressing problems at a later age. The monograph explains several policy implications of each core concept, stressing the need for early childhood quality and the long-term benefits to society and the economy. The second, A Science Based Framework, focuses more directly on the issues of evaluation of programs, and lists several types of programs serving young children. Once again several core concepts are presented, all related to strengthening the family environment. Policy and evaluation issues such as effect size, cost-saving analyses, and current recommendations are reviewed. I would highly recommend these monographs for anyone in a position to impact early childhood programming in any domain. The topic is covered extremely well, and the implications for policy are pointed out in a nonthreatening way. Printed copies may be ordered from http: //www. developingchild. harvard. edu/content/publications. html. They are available online at the websites listed below: http: //www. developingchild. net/pubs/persp/pdf/ScienceEarlyChildhoodDevelopment. pdf. http: //www. developingchild. harvard. edu/content/downloads/PolicyFramework. pdf. Martin T. Hoffman, MD Department of Pediatrics, University at Buffalo School of Medicine and Biomedical Science New York