title: Protecting brains, not simply stimulating minds.
abstract: Curricular enhancements in early childhood education that are guided by the science of learning must be augmented by protective interventions informed by the biology of adversity. The same neuroplasticity that leaves emotional regulation, behavioral adaptation, and executive functioning skills vulnerable to early disruption by stressful environments also enables their successful development through focused interventions during sensitive periods in their maturation. The early childhood field should therefore combine cognitive-linguistic enrichment with greater attention to preventing, reducing, or mitigating the consequences of significant adversity on the developing brain. Guided by this enhanced theory of change, scientists, practitioners, and policy-makers must work together to design, implement, and evaluate innovative strategies to produce substantially greater impacts than those achieved by existing programs.
authors.affiliation: Center on the Developing Child at Harvard University, 50 Church Street, Cambridge, MA 02138, USA. jack_shonkoff@harvard.edu
authors.forename: Jack P
authors.initials: JP
authors.lastname: Shonkoff
mesh_terms: D001921:Brain / Q000254:growth & development / Q000502:physiology*; D002652:Child Behavior; D002675:Child, Preschool; D018479:Early Intervention, Educational; D004493:Education; D056344:Executive Function; D006801:Humans; D033183:Interdisciplinary Communication; D007858:Learning; D016487:Parenting; D011203:Poverty; D012959:Socioeconomic Factors; D013315:Stress, Psychological; D035862:Vulnerable Populations