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ERIC Number: ED503150
Record Type: Non-Journal
Publication Date: 2006
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: N/A
What Science Is Telling Us: How Neurobiology and Developmental Psychology Are Changing the Way Policymakers and Communities Think about the Developing Child. Perspectives
Friedman, Dorian
National Scientific Council on the Developing Child
By bringing together neurologists, developmental psychologists, pediatricians, and economists, the National Scientific Council on the Developing Child offers a unique knowledge base from which early childhood policy and practice can be informed. By communicating how and why early experiences have a lasting impact on brain architecture--and what kinds of experiences are positive or negative for healthy brain development--the Council can help policymakers, parents, and practitioners improve prospects for our nation's children. Understanding the special developmental challenges for poor children, such as less stimulating early environments and greater exposure to health risks such as iron deficiency, can help us all focus our attention--and public dollars--on areas that can have the most impact on society. Current science can be applied most effectively to four key areas of policy and practice: preparing young children for school; providing the best forms of child care; considering the well-being of children under welfare reform; and protecting children who have been abused or neglected.
National Scientific Council on the Developing Child. Available from: Center on the Developing Child at Harvard University. 50 Church Street 4th Floor, Cambridge, MA 02138. Tel: 617-496-0578; Fax: 617-496-1229; e-mail: developingchild@harvard.edu; Web site: http://www.developingchild.harvard.edu
Publication Type: Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Scientific Council on the Developing Child