From Neurons to Neighborhoods : The Science of Early Childhood Development

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Our current mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

From Neurons to Neighborhoods: charting a new science of mental health

Center director Jack P. The second group, the John D. MacArthur Foundation Research Network on Early Experience and Brain Development, modeled the transformative impact of working at the intersection of neuroscience and developmental psychology.

From Neurons to Neighborhoods: The Science of Early Childhood Development

As a Center, our greatest promise lies in our ability to channel this collective expertise toward securing a brighter future for the world through enlightened investment in its children. In its current form, the Council blends expertise in the biological and behavioral sciences with sophisticated communications research to translate the science of early childhood for public decision making.

follow Its members are important collaborators with the Center, and their research provides the scientific basis for many of our communications products. We began a new, more applied phase of work after launching our Frontiers of Innovation FOI initiative in Download full text.


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Shonkoff, Jack P. The Committee on Integrating the Science of Early Childhood Development reviewed an extensive, multi-disciplinary, and complex body of research covering the period from before birth to entry into Kindergarten to generate an integrated science of early childhood development and the role of early experiences.


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  • The result of the committee's review, this book synthesizes the literature, elaborates on a number of core concepts of development, and offers recommendations for policy and practice. The committee's conclusions and recommendations are grounded in four overarching themes: 1 all children are born wired for feelings and ready to learn; 2 early environments matter, and nurturing relationships are essential; 3 society is changing, and the needs of young children are not being addressed; and 4 interactions among early childhood science, policy, and practice are problematic and demand dramatic rethinking.

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