The Developmental Science of
Early Childhood Investments
What Have We Learned?
What Should We Do?
Ross A. Thompson, Ph.D.
Department of Psychology
University of California, Davis
rathompson@ucdavis.edu
brain development
nutrition
developmental behavioral &
molecular genetics
Psychobiological development
Psychobehavioral development
emotions
cognition
language
memory
attachment
Developmental neuroscience,
developmental psychology,
and the
economics of human capital formation
are yielding a common focus on
development in the early years
The developing young mind is
remarkably active, capable,
and self-organizing
Knowledge grows through the
brain’s activity in response to
events that elicit interest and
attention -- not through passive
instruction
Experiences
- positive and negative are incorporated into the
developing brain architecture
• Common human experiences
• Unique personal experiences
• Abusive, traumatic experiences
Brain development
is life-long,
but how it develops
changes over time
Cognitive, social,
and emotional development
are deeply interdependent in
the early years
Emotional health and
social competence are
a strong foundation for
emerging cognitive
abilities
Early childhood
stress
influences
developing brain
architecture
Chronic, severe, and/or uncontrollable stressful
experiences and can lead to stress management
systems that respond at lower thresholds, and may
impair learning and memory
Supportive relationships are the
“active ingredients”
of healthy brain development
• capture interest
• respond to child’s
individuality
• buffer stress
• offer safety & security
• create predictable
routines
“The early childhood years lay a
foundation that influences the
effectiveness of subsequent
education efforts.”
“Early intervention programs can
improve the odds for vulnerable
young children”
From Neurons to Neighborhoods: The
Science of Early Childhood Development
(www.nap.edu)
Investing in Young Children
The healthy development of all children
benefits society by providing a solid
foundation for economic productivity,
responsible citizenship, strong
communities, and a secure nation.
Investing in early childhood development
is warranted by preventing later difficulty
as well as enhancing developing potential
Implications from
Developmental Science
• It is better to prevent problems from
developing than to remediate them later
• Pay attention to all aspects of early growth:
physical, cognitive, social, emotional
• Provide learning opportunities that are
developmentally- and brain-appropriate
• Incorporate close relationships into efforts
to improve children’s outcomes
• Invest with long-term yields in mind
Potential strategies
• Enhancing access to basic prenatal and well-baby
care to promote early detection
• Environmental policies reducing neurotoxin
exposure for expectant mothers and young
children.
• Early and intensive home visitation for the most
vulnerable families
• High-quality, center-based early education for
young children at risk of academic failure
• Focus on two-generation interventions
• Work-based income supplements for working
parents with young children.
Carefully designed investments in
children can benefit society
Cost/Benefit for Two Early Childhood Programs
(Dollars returned for each dollar invested)
A Two-Tiered Approach
Basic health services and high quality
early care and education can promote
healthy development and early
detection of problems
in all children.
TARGETED
SERVICES
HEALTH SERVICES &
EARLY CARE AND EDUCATION
Targeted services for children experiencing
heightened stress can reduce disruptions of the
developing nervous and immune systems that lead to
later problems in learning, behavior, and health.
There Are No Magic Bullets
Positive relationships and high
quality
quality
learning
learning
experiences can be promoted both at home and
through a range of evidence-based parent
education, family support, early care and
education, and intervention services.
A balanced approach to emotional, social,
cognitive, and language development will best
prepare children for success in school and
later in the workplace.
“On a purely economic basis, it makes a lot of sense to invest
in the young. . . . Early learning begets later learning and early
success breeds later success.”
-- James J. Heckman, Ph.D.
Nobel Prize laureate and University of Chicago
economist
Why?
• “Skill begets skill” (self-productivity): early abilities provide a
foundation on which later capabilities are constructed
• Later remediation of early achievement failures is difficult and
costly; prevention of these difficulties is more cost-effective
• Both cognitive and noncognitive skills are essential foundations to
adult workforce productivity
• Early investments have a multiplier effect: they facilitate the
productivity of later investments