Interdisciplinary efforts to foster the development and education of children living in poverty require a comprehensive concept of multiple dimensions, within a systemic approach involving ecological and transactional perspectives. Constructing a common interdisciplinary language dealing with child development in ecological terms is a necessary first step toward building networks that can guide us in designing and implementing comprehensive, coherent actions. In this context, studies of how social determinants influence brain development include critical and sensitive growth periods for different neural systems, modulation of brain development by epigenetics mechanisms, influences of environmental toxins, lack of adequate nutrition, and stress and self-regulatory mechanisms. This neuroscientific agenda pioneers these explorations concerning the elemental components that bear on different levels of organization. Ecological considerations about how poverty shapes child neurocognitive development and its biological and social determinants should identify different protective and risk factors--as well as mediation mechanisms--that could help us better understand poverty's effects and should guide us in designing actions to optimize children's emotional, cognitive, and learning development.