From Neurons to Neighborhoods An Update: Workshop Summary (2012) / Chapter Skim
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1 *From Neurons to Neighborhoods*: Reflections on Four Themes
1 *From Neurons to Neighborhoods*: Reflections on Four Themes
Pages 1-8
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On the first afternoon, 40 invited participants divided into four working groups to discuss the four broad themes. Their goals were to reflect on the continued relevance of the themes, discuss progress in the 10 years since the theme was identified, and point to future research and policy actions that could further realize the intent of each theme.
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The board brings the multidisciplinary knowledge and analytic tools of the behavioral, health, and social sciences to bear on the development of policies, programs, and services for children, youth, and families. It informs deliberations about some of the critical issues facing communities, states, and the nation, including child health and health services, family support, child care, and early child development; biological and behavioral changes among children and youth; preschool education, school engagement, and youth development; child abuse, family violence, and child welfare; and the prevention of underage drinking and other risky and dangerous behaviors.
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A fundamental paradox exists and is unavoidable: development in the early years is both highly robust and highly vulnerable. Although there have been long-standing debates about how much the early years really matter in the larger scheme of lifelong development, our conclusion is un equivocal: What happens during the first months and years of life matters a lot, not because this period of development provides an indelible blueprint for adult well-being, but because it sets either a sturdy or fragile stage for what follows.
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The scientific evidence on the significant developmental impacts of early experiences, caregiving relationships, and environmental threats is incon trovertible. Virtually every aspect of early human development, from the brain's evolving circuitry to the child's capacity for empathy, is affected by the environments and experiences that are encountered in a cumulative fashion, beginning early in the prenatal period and extending through
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This task also requires effective messaging for parents, teachers, and policy makers, so that science is translated into actions that are concrete and doable. Have public policies and programs moved as far as they need to?
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The idea that early childhood development is important has reached the consciousness of parents and policy makers. But the translation of scientific information into policy and systems change has not gone as far it needs to go.
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They all share a belief that early childhood development is susceptible to environmental influences and that wise public investments in young children can increase the odds of favorable developmental out comes. The scientific evidence resoundingly supports these premises.
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This approach is more realistic in terms of the life of a child and developmental issues. It also would apply to everyone, which would make it more palatable to policy makers.
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