Title: Economic, neurobiological, and behavioral perspectives on building America’s future workforce

Authors: Eric I. Knudsen, James J. Heckman, Judy L. Cameron, and Jack P. Shonkoff

Abstract:

A growing proportion of the U.S. workforce will have been raised in disadvantaged environments that are associated with relatively high proportions of individuals with diminished cognitive and social skills. A cross-disciplinary examination of research in economics, developmental psychology, and neurobiology reveals a striking convergence on a set of common principles that account for the potent effects of early environment on the capacity for human skill development. Central to these principles are the ?ndings that early experiences have a uniquely powerful in?uence on the development of cognitive and social skills and on brain architecture and neurochemistry, that both skill development and brain maturation are hierarchical processes in which higher level functions depend on, and build on, lower level functions, and that the capacity for change in the foundations of human skill development and neural circuitry is highest earlier in life and decreases over time. These ?ndings lead to the conclusion that the most ef?cient strategy for strengthening the future workforce, both economically and neurobiologically, and improving its quality of life is to invest in the environments of disadvantaged children during the early childhood years.

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Title: Children’s Emotional Development is Built into the Architecture of their Brains

Authors: National Scientific Council on the Developing Child, Center on the Developing Child at Harvard University

Abstract: A growing body of scientific evidence demonstrates that emotional development begins early in life and is closely connected with the emergence of cognitive, language, and social skills. Early emotional development lays the foundation for later academic performance, mental health, and the capacity to form successful relationships. Despite this knowledge, most policies related to early childhood focus exclusively on cognitive development as it relates to school readiness, neglecting the importance of such capacities as the ability to regulate one’s own emotions and behavior and to manage successful interactions with other people. As a result, many of our nation’s policies, such as those that regulate child care provider training, availability of early childhood mental health services, and early identification and treatment of behavioral disorders, overlook emotional development as a focus of evaluation and intervention.

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Title: Young Children Develop in an Environment of Relationships

Authors: National Scientific Council on the Developing Child, Center on the Developing Child at Harvard University

Abstract:

New research shows the critical impact of a child’s “environment of relationships” on developing brain architecture during the first months and years of life. We have long known that interactions with parents, caregivers, and other adults are important in a child’s life, but new evidence shows that these relationships actually shape brain circuits and lay the foundation for later developmental outcomes, from academic performance to mental health and interpersonal skills. However, many of our nation’s policies, such as parental leave, child care, welfare work requirements, and child protection services fail to take into account the crucial importance of this environment of relationships and its impact on child well-being.

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Title: The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do

Authors: National Scientific Council on the Developing Child, Center on the Developing Child at Harvard University

Executive Summary Introductory Paragraphs:

The future of any society depends on its ability to foster the health and well-being of the next generation. Stated simply, today’s children will become tomorrow’s citizens, workers, and parents. When we invest wisely in children and families, the next generation will pay that back through a lifetime of productivity and responsible citizenship. When we fail to provide children with what they need to build a strong foundation for healthy and productive lives, we put our future prosperity and security at risk.

Two recent developments have stimulated growing public discussion about the right balance between individual and shared responsibility for that strong foundation. The first is the explosion of research in neurobiology that clarifies the extent to which the interaction between genetics and early experience literally shapes brain architecture. The second is the increasingly recognized need for a highly skilled workforce and healthy adult population to confront the growing challenges of global economic competition and the rising costs of Social Security, Medicare, and Medicaid for the aging baby boomers.

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