The brain and child development: time for some critical thinking

Abstract

There is widespread interest in the claim that new breakthroughs in neuroscience have radical implications for early child care policy. Yet despite parents', educators', and policy makers' enthusiasm, there are good reasons to be skeptical. The neuroscience cited in the policy arguments is not new, depending primarily on three well-established neurobiological findings: rapid postnatal synapse formation, critical periods in development, and the effects of enriched rearing on brain connectivity in rats. Furthermore, this neuroscience is often oversimplified and misinterpreted. While child care advocates are enthusiastic about potential applications of brain science, for the most part neuroscientists are more cautious and skeptical. After reviewing the evidence and the arguments, the author suggests that in the interest of good science and sound policy, more of us might adopt a skeptical stance.