Below some interesting key points from
The Science of Early Childhood Development , a report by the
National Scientific Council on the Developing Child and the
Center on the Developing Child at Harvard University.
..preschool policies and programs that place disproportionate emphasis on didactic approaches to academic skills are less likely to prepare young children to succeed in school than experiences that embed the promotion of literacy and numeracy in a rich environment of age-appropriate social interaction. The science of early childhood and early brain development clearly indicates that state and local officials should support the implementation of both child care standards and preschool curricula that promote a balanced and developmentally appropriate approach to the “whole child.”
- Toxic stress in early childhood is associated with persistent effects on the nervous system and stress hormone systems that can damage developing brain architecture and lead to lifelong problems in learning, behavior, and both physical and mental health...children who experience toxic stress in early childhood may develop a lifetime of greater susceptibility to stress-related physical illnesses (such as cardiovascular disease, hypertension, and diabetes) as well as mental health problems (such as depression, anxiety disorders, and substance abuse). They also are more likely to exhibit health-damaging behaviors and adult lifestyles that undermine well-being.
- Decades of research tell us that mutually rewarding interactions are essential prerequisites for the development of healthy brain circuits and increasingly complex skills.
- ..oral language acquisition depends not only on adequate hearing, the ability to differentiate sounds, and the capacity to link meaning to specific words, but also on the ability to concentrate, pay attention, and engage in meaningful social interaction. [current NCLB prescribed, scripted reading programs do not provide that and are actually damaging to a child's self-esteem! -- C.J]
- Policy initiatives that promote supportive relationships and rich learning opportunities for young children create a strong foundation for higher school achievement followed by greater productivity in the workplace and solid citizenship in the community throughout the adult years. Thus, current calls for greater emphasis on early literacy must not diminish the importance of attention to other essential capacities, such as initiative, self-confidence, and persistence in learning, as well as the ability to work cooperatively and resolve conflict with peers—all of which are core characteristics of students in a successful school, citizens in a healthy community, and the workforce of a prosperous nation.
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