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David McGavock

Filming Interactions to Nurture Development (FIND) - 0 views

developingchild.harvard.edu/...find

development children parents film

shared by David McGavock on 23 Sep 15 - No Cached
  • Filming Interactions to Nurture Development (FIND) is a video coaching program that aims to strengthen positive interactions between caregivers and children.
  • If an adult’s responses are consistently unreliable, inappropriate, or simply absent, children may experience disruptions to their physical, mental, and emotional health.
  • FIND coaches film families for 10 minutes as they engage in everyday activities, such as playing a game or having a snack. The coaches then edit down the footage to three brief clips that highlight positive instances of parent-child interaction, and share these with the caregiver in weekly structured coaching sessions.
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  • streamline the process for sending and receiving video files for analysis, resulting in a far more cost-effective solution that maintained participant confidentiality
  • The researchers developed and have employed a protocol for editor certification to ensure the reliability of the edited footage.
  • David McGavock on 23 Sep 15
     
    Using video clips of reciprocal interaction between caregivers. Learning from discussion.
David McGavock

UW research on brain activity delivers lessons on how kids learn | Local News | The Sea... - 0 views

seattletimes.com/...8767_edlabreadingbrainxml.html

reading learning neuroscience research

shared by David McGavock on 22 Sep 14 - No Cached
  • she has found, in work that is not yet published, that the ability of 6-month-olds to tune in to the sounds of their native language — like the subtle difference between “pat” and “bat” — predicts a skill at age 5 that corresponds strongly with reading success.
  • parents strengthen those connections as their children grow by reading aloud to them, asking open-ended questions, and practicing serve-and-return conversations that build vocabulary and basic knowledge about the world around them.
  • two dimensions of attention — locking in on what’s important while ignoring distractions — predicted both how well they would speak at age 2½ as well as their phonological awareness at age 5.
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  • Children who have even one adult spending time with them like that can form those connections, regardless of family wealth and education,
  • preschool should be about practicing all the ways that the brain experiences language — hearing it, speaking it, seeing it and writing it
  • Preschool also should provide “lots of opportunities to play, explore, listen to stories, look at the pictures and written words, and talk about what they hear,” Berninger said.
  • David McGavock on 22 Sep 14
     
    "Those two dimensions of attention - locking in on what's important while ignoring distractions - predicted both how well they would speak at age 2½ as well as their phonological awareness at age 5. Parents direct their babies' attention to what's important with lots of warm, loving, face-to-face talk using that kind of singsong voice that dips and rises and stretches out vowel sounds. And parents strengthen those connections as their children grow by reading aloud to them, asking open-ended questions, and practicing serve-and-return conversations that build vocabulary and basic knowledge about the world around them. Children who have even one adult spending time with them like that can form those connections, regardless of family wealth and education, Kuhl said."
David McGavock

Is working memory training the priority for ADHD patients? | SharpBrains - 0 views

sharpbrains.com/...the-priority-for-adhd-patients

ADHD working memory training

shared by David McGavock on 28 Mar 14 - No Cached
  • Not all chil­dren ben­e­fit from med­ica­tion, some expe­ri­ence intol­er­a­ble side effects, and many con­tinue to strug­gle despite the ben­e­fits pro­vided by medication.
  • Behav­ior ther­apy can be dif­fi­cult for par­ents to con­sis­tently imple­ment, and does not gen­er­ally reduce behav­ior dif­fi­cul­ties to nor­ma­tive levels.
  • researchers have shown grow­ing inter­est in whether cog­ni­tive train­ing — gen­er­ally done via com­puter — can induce more last­ing changes in children’s abil­ity to focus and attend. One approach that has shown promise in help­ing youth with ADHD, and which is now widely avail­able, is Work­ing Mem­ory Training.
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  • In one, chil­dren with ADHD were ran­domly assigned to high inten­sity (HI) or low inten­sity (LI) WM train­ing. The HI treat­ment involved per­form­ing com­put­er­ized WM tasks, e.g., remem­ber­ing the sequence in which lights appeared in dif­fer­ent por­tions of a grid, recall­ing a sequence of num­bers in reverse order, where the dif­fi­culty level was reg­u­larly adjusted to match the child’s per­for­mance by increas­ing or decreas­ing the items to be recalled.
  • Each group trained 30–40 min­utes per day, 5 days per week, for 5 weeks with train­ing super­vised by par­ents
  • A sub­se­quent study also used ran­dom assign­ment to HI vs. LI train­ing, and observed the impact on children’s behav­ior in a con­trolled class­room set­ting.
  • The authors con­clude that their find­ings cast “…doubt on the claims that CWMT is an effec­tive treat­ment in young chil­dren with ADHD.”
  • par­ent reports indi­cated sig­nif­i­cant reduc­tions in ADHD symp­toms, par­tic­u­larly inat­ten­tive symp­toms; these reduc­tions remained evi­dent at 3 months. How­ever, no ben­e­fits in ADHD symp­toms were evi­dent in reports pro­vided by children’s teach­ers.
  • A sig­nif­i­cant lim­i­ta­tion in the evidence-based for using CWMT to treat youth with ADHD is the absence of teacher reported ben­e­fits.
  • some have sug­gested that CWMT should be regarded as no more than a ‘pos­si­bly effi­ca­cious’ treat­ment for ADHD and not con­sid­ered a ‘first-line’ treat­ment like med­ica­tion and behav­ior therapy.
  • Two recently pub­lished stud­ies
  • Results indi­cated sig­nif­i­cant reduc­tions in off-task class­room behav­ior among chil­dren with ADHD who received HI train­ing. This par­tially addresses con­cerns about fail­ure to find teacher reported ben­e­fits in other stud­ies.
  • Results from these 2 randomized-controlled tri­als do not sup­port CWMT as a first-line treat­ment for ADHD.
  • What can we con­clude from this work? Despite promis­ing ini­tial reports sug­gest­ing that CWMT is a poten­tially effec­tive treat­ment for ADHD, these stud­ies sig­nif­i­cantly under­cut this con­clu­sion. This does not mean that there is no util­ity to CWMT, how­ever, par­tic­u­larly for indi­vid­u­als with demon­strated work­ing mem­ory deficits. If one’s treat­ment goal is to enhance work­ing mem­ory, CWMT may have real value. If the goal is to bring ADHD symp­toms under con­trol, how­ever, these find­ings indi­cate that for most chil­dren with ADHD, CWMT would not cur­rently be con­sid­ered a rea­son­able sub­sti­tute for med­ica­tion and/or behav­ior therapy.
  • David McGavock on 28 Mar 14
     
    What can we con­clude from this work? Despite promis­ing ini­tial reports sug­gest­ing that CWMT is a poten­tially effec­tive treat­ment for ADHD, these stud­ies sig­nif­i­cantly under­cut this con­clu­sion. This does not mean that there is no util­ity to CWMT, how­ever, par­tic­u­larly for indi­vid­u­als with demon­strated work­ing mem­ory deficits. If one's treat­ment goal is to enhance work­ing mem­ory, CWMT may have real value. If the goal is to bring ADHD symp­toms under con­trol, how­ever, these find­ings indi­cate that for most chil­dren with ADHD, CWMT would not cur­rently be con­sid­ered a rea­son­able sub­sti­tute for med­ica­tion and/or behav­ior therapy.
David McGavock

Developmental Cognitive Neuroscience Lab - Adele Diamond - 0 views

www.devcogneuro.com

Adele Diamond neuroplasticity Child development

shared by David McGavock on 04 May 13 - No Cached
  • Our lab specializes in studying a region of the brain known as prefrontal cortex (PFC) and the cognitive abilities that depend on it, especially in young children.
  • Those abilities are often called executive functions and consist of cognitive control functions such as cognitive flexibility, inhibition (attentional control, self-control), working memory, reasoning, and problem-solving.
  • We have recently documented marked advances in executive functions due to an early childhood school curriculum (Tools of the Mind) that requires no specialists or expensive equipment, just regular teachers in regular classrooms.
  • David McGavock on 04 May 13
     
    Developmental Cognitive Neuroscience is an interdisciplinary field devoted to understanding how children's minds change as they grow up, interrelations between that & how the brain is changing, and environmental and biological influences on that.
David McGavock

Fixing My Brain: Neuroplasticity and the Arrowsmith - 0 views

digital.films.com/DKPKBJ

shared by David McGavock on 04 May 13 - No Cached
  • Fixing My Brain: Neuroplasticity and the Arrowsmit
  • Fixing My Brain: Neuroplasticity and the Arrowsmith Program (52:00) In her youth, Barbara Arrowsmith struggled with a severe learning dysfunction—until she designed a self-improvement regimen aimed at strengthening areas of her brain. This film profiles Arrowsmith, takes viewers inside the school she founded, and follows the progress of four cognitively challenged students enrolled there. Psychology and special education experts articulate diverging opinions of Arrowsmith’s methods—including enthusiasm from Dr. Norman Doidge of Columbia University and skepticism from Dr. Linda Siegel of the University of British Columbia. Displaying a wide range of attitudes among students and parents, the film culminates in a graduation ceremony—and measurable cognitive improvements. (52 minutes)
David McGavock

Arrowsmith School Toronto - 0 views

www.arrowsmithschool.org/...index.html

neuroplasticity Arrowsmith learning environment

shared by David McGavock on 04 May 13 - No Cached
  • Arrowsmith School is a privately owned co-educational and non-denominational day school that is dedicated to helping students with learning disabilities.
  • Students who come to Arrowsmith School have been struggling in school - some are just starting their schooling but their experience has already shown a pattern of learning problems. Others have been finding school a challenge for years.
  • The cognitive exercise program at Arrowsmith School is designed to strengthen the learning capacities that underlie the learning difficulties that our students have been experiencing in school.
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  • Each new student is fully assessed at Arrowsmith School so that we may identify his or her areas of strength and weakness and design a program of cognitive exercises specifically for that student’s particular learning profile.
  • The Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises. 
  • Our program has proven effective for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.
  • The Arrowsmith Program is founded on two lines of research, one of which established that different areas of the brain working together are responsible for complex mental activities, such as reading or writing, and that a weakness in one area can affect a number of different learning processes. The other line of research investigated the principle of neuroplasticity, which is the ability of the brain to physically change in response to stimulus and activity, to develop new neuronal/synaptic interconnections and thereby develop and adapt new functions and roles believed to be the physical mechanism of learning.
  • The Arrowsmith Program deals with the root causes of the learning disability rather than managing its symptoms.
  • You may read more about the development of the Arrowsmith methodology in the book “The Woman Who Changed Her Brain,” by Barbara Arrowsmith Y
  • A number of television programs and interviews have been devoted to the work of Arrowsmith Program. A compilation of these programs describing the methodology of the program is available on our Videos link.
  • David McGavock on 04 May 13
     
    A school that works with students identified with learning problems. They appear to be changing children's lives through the exercise, connecting parts of the brain.
David McGavock

Burkina Faso: Childhoods Lost in the Gold Mines | Pulitzer Center - 0 views

pulitzercenter.org/...o-ILO-labor-rights-commodities

shared by David McGavock on 30 Apr 13 - No Cached
  • Burkina Faso: Childhoods Lost in the Gold Mines
  • On the rocky ground outside the Kollo mining village near the border between Burkina Faso and Ghana, about 100 people are working, 30 or so of them children. They smash boulders into pebbles and pebbles into grit with primitive hammers and sticks. They haul buckets of well water up the hillside and, pouring this water into shallow pans filled with rock and dirt, they swirl the muddy mix, looking in the silt for tiny flecks of gold.
  • The United Nations' International Labor Organization estimates that as many as a million children between ages 5 and 17 work in the small-scale gold mines of Africa for as little as $2 a day.
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  • The U.S. Department of Labor also is funding a four-year, $5 million project in Burkina Faso, one of the world's poorest nations, to reduce child labor in cotton farming and gold mining.
  • "We are not calling upon companies to boycott gold that has been mined by children," Kippenberg said, "but to remediate the situation if they find child labor in their supply chain - by engaging the relevant government, their suppliers, and demanding progress to get these children out of the mines and into school."
  • The U.S. Labor Department and the ILO consider mining one of the worst forms of child labor because of the risks of injury and death and the long-term health consequences from constant exposure to dust, toxic chemicals, and heavy manual labor.
  • David McGavock on 30 Apr 13
     
    The United Nations' International Labor Organization estimates that as many as a million children between ages 5 and 17 work in the small-scale gold mines of Africa for as little as $2 a day. In the African Sahel, a semiarid region that stretches from the Atlantic Ocean to the Red Sea across parts of Mali, Ghana, Burkina Faso, and Niger, 30 percent to 50 percent of small-scale mine workers are children, according to ILO estimates. Child labor is against the law in Burkina Faso, where last year the government announced a plan to significantly reduce the numbers of exploited children by 2015. But enforcement is lacking.
David McGavock

About Us | Communication Across Barriers - 0 views

www.combarriers.com/about

Child development poverty culture Beegle

shared by David McGavock on 26 Apr 13 - No Cached
  • We assist organizations and communities who want to improve outcomes for people living in poverty.
  • Conferences for youth and adults living in poverty and the Navigator/Neighbor program for matching trained citizens who are not in poverty with citizens who are in poverty), Poverty Competency assessments, customized action planning tools, books, articles, research, informative free newsletter, a resource focused website, and other educational materials for making a difference
  • David McGavock on 26 Apr 13
     
    If we intend to support children we need to understand the roots of poverty so we can support families. Donna Beegle can help us understand what it means and how to help families. Dr. Beegle was named a 2013 Woman of Influence by the Portland Business Journal! The annual Orchid Awards honor women who are compelling, affect change and represent their positions with strength, wisdom and grace. "Our Mission: Communication Across Barriers is dedicated to broadening and improving opportunities for people who live in the war zone of poverty Our far reaching goals: Assist communities and organizations to "fight poverty, not the people who live in it." We illuminate real and structural causes of poverty and provide life changing information that shatters common myths and stereotypes about people who live in poverty Offer research-based strategies and insider perspectives for improving relationships, communication, and opportunities across poverty barriers Develop an army of speakers and trainers who can educate and assist communities in breaking poverty barriers Provide models and programs that increase a connected, collaborative, community-wide approach to fighting poverty Educate and engage people not in poverty with tools and avenues for making a difference in their own communities"
Lydia Shearer

Epigenetic programming by maternal behavior - 0 views

faculty.sxu.edu/...gramming-maternal-behavior.pdf

shared by Lydia Shearer on 17 Apr 13 - No Cached
  • Lydia Shearer on 17 Apr 13
     
    This study looked at the relationship between a nurturing mother rat and the epigenetic expression of the stress response in the pup. They found that the nurturing mother rat, whether the biological mother or the adopted mother, changed the stress response in the pup. The nurturing mother lowered the stress response while the neglectful mother raised the stress response. Also, pups who were raised by the neglectful mother grew up to have more behavioral issues than those raised by nurturing mothers. These changes in the epigenome have major consequences for the health of the children as well as the potential for disease later on in life. I am curious as to how we can support mothers (and fathers) through services such as a year paid maternity leave among many other support systems so that mothers and fathers can provide as much nurturing as possible for their children.
David McGavock

Treatment Assumptions | Circle of Security International - 0 views

circleofsecurity.net/...treatment-assumptions

shared by David McGavock on 24 Mar 13 - No Cached
    • David McGavock
      David McGavock on 24 Mar 13
       
      Relationship, relationship; nothing happens until and unless.
  • when children feel safe and secure, their attachment system terminates, and their exploratory system engages.
  • when children feel threatened, exposed, criticized, or vulnerable to attack, their exploratory system terminates and their attachment system is activated.
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  • In other words, people cannot adequately learn and defend themselves at the same time. When parents, especially high-risk parents who are often under social and legal scrutiny, take the risk of placing their caregiving approach under a magnifying glass their attachment needs (for protection and comfort) are often activated.
  • what is needed is a system for differentially identifying each child’s attachment pattern and his or her parent’s caregiving pattern, followed by a specific treatment protocol assigned to that dyadic pattern. Such a protocol helps eliminate the potential problems of a “one size fits all” approach to intervention.
  • this differential assessment-intervention protocol would allow more standardization in the training of service providers and implementation of their services, as well as the replication of the success we have come to know in our current work.
  • The Circle of Security™ is a user-friendly map that we developed to teach attachment theory to parents.
  • When children feel safe, their exploratory system or innate curiosity is activated and they need support (either verbally or non-verbally) for exploration; As they are exploring, sometimes they need their parents to watch over them, sometimes they need help, and sometimes they need their parents to enjoy with them; When they have explored long enough, (or if they get tired or anxious, or find themselves in an unsafe situation) they need their parents to welcome them back. When they return, they need their parents to comfort, protect, delight in, and/or organize their feelings. We focus on the last piece because for many of the parents it is a new idea that children need help organizing their internal experience as well as the external environment. When the attachment system is terminated, children are ready to start the circle again.
David McGavock

Dr. Allan N. Schore: Home - 0 views

www.allanschore.com

shared by David McGavock on 23 Mar 13 - No Cached
  • Dr. Allan Schore is on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences, UCLA David Geffen School of Medicine, and at the UCLA Center for Culture, Brain, and Development. He is author of four seminal volumes, Affect Regulation and the Origin of the Self, Affect Dysregulation and Disorders of the Self, Affect Regulation and the Repair of the Self, and The Science of the Art of Psychotherapy, as well as numerous articles and chapters. His Regulation Theory, grounded in developmental neuroscience and developmental psychoanalysis, focuses on the origin, psychopathogenesis, and psychotherapeutic treatment of the early forming subjective implicit self.
David McGavock

Dr. Allan Schore - YouTube - 0 views

www.youtube.com/watch

shared by David McGavock on 23 Mar 13 - No Cached
  • David McGavock on 23 Mar 13
     
    Short 6 minute video that describes Schore's basic idea.
David McGavock

Baby/Toddler Reading: What Neuroscientists and Parents Need to Know | Psychology Today - 0 views

www.psychologytoday.com/...hat-neuroscientists-and-parent

readiness baby reading parents sharing interaction Child development toddler preschool

shared by David McGavock on 21 Mar 13 - No Cached
  • experts seem to think that baby/toddler reading and learning to read in school are the same. They aren't. Of course babies and toddlers don't have the brain development to learn to read like a 6-year-old. Early literacy experts have come to understand that babies and toddlers learn to read differently.
  • Although no one can explain exactly how baby/toddler reading works, babies do have capacities from birth to age 3 for picking up reading–including phonics patterns and decoding–similar to their capacities for picking up languages.
  • add reading aloud and talking about the story to increase the number and quality of word data going into the baby/toddler brain in the first three years of life.
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  • The interview with Wang, a neuroscientist, along with one of his coauthors, Dr. Sandra Aamodt, celebrates the release of their new book, Welcome to Your Child's Brain, which synthesizes research on how the brain develops from infancy to adolescence and provides scores of tips for parents. The interview and a report on NPR's web site, "How to Help Your Child's Brain Grow Up Strong," are chock full of great advice that dovetails with best practices for baby/toddler reading:
  • • Don't use force.• Realize that children reach cognitive milestones at different times.• Expect babies' brains to do very complicated things. • Take advantage of the baby's special language capacities.• Capitalize on babies' attraction to language. • Use active and social exposure to words.• Encourage bilingual learning in babyhood.• Teach self-control.• Take advantage of your child's natural sense of fun.
  • "The most simple way is to talk to your baby and around your baby a lot" and "Respond when the baby speaks, even if the baby isn't forming the words correctly or you don't understand it.
  • hese events require intimate physical contact such as snuggling with a book or cuddling with the baby or toddler at the computer.
  • most of all, add book sharing and word games, because the attention and fun with words and books are a wonderful vehicle for physical contact and bonding.
  • About 1 in 5 children struggle with phonemic awareness and other disabling issues, so dismissing reading as something that seems as simple as telling "the letter 'b' from the letter 'd' and so on" and saying that "it's something that older children can do without any effort at all," is oversimplification.
  • Many babies learn to read some words before they can speak them.
  • Children have to think in words before they can read them. But they don't necessarily have to speak them before they can read.
  • Teaching your baby or toddler to read joyfully and informally is easier than teaching a child to read formally at age 6.
  • Teach your baby/toddler to read and bring loving physical contact, language, thinking, feelings, bonding, creativity and expression into one simple act. There may be no better way to help your child's brain grow up strong than to teach your child to read joyfully.
David McGavock

Seth Pollak, PhD | Child Emotion Lab - 0 views

www.waisman.wisc.edu/...seth.html

Child development attachment emotion PBS

shared by David McGavock on 09 Feb 13 - No Cached
  • Seth Pollak, PhD College of Letters and Science Distinguished Professor of Psychology and Professor of Anthropology, Pediatrics, Psychiatry and Public Affairs University of Wisconsin at Madison
  • approach research on child development from both basic science and applied, public health perspectives.
  • My particular area of interest is in understanding how the quantity and quality of early experiences in children's lives influences how children think about and process information.
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  • the goal of our research is to better understand the role that early experiences in children's lives have on development of brain structure and function.
  • David McGavock on 09 Feb 13
     
    This fellow was featured on the PBS series, "This Emotional Life". He was doing some interesting work with children who had experienced trauma and separation.
David McGavock

Brain Development and Learning 2013 Conference, Vancouver, BC, Canada, July 24-28, 2013 - 0 views

braindevelopmentandlearning.com/BDL2013

neuroscience preschool learning conference vancouver canada development childhood

shared by David McGavock on 21 Jan 13 - No Cached
  • David McGavock on 21 Jan 13
     
    "A conference dedicated to making a difference. Be prepared to be inspired, empowered, perhaps even transformed. An interdisciplinary conference devoted to improving children's lives by highlighting innovative programs and by making the newest research and insights from neuroscience, child development, psychology, & medicine understandable & applicable to those who work directly with children."
David McGavock

Ethnography - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Ethnography

shared by David McGavock on 16 Jan 13 - Cached
  • Ethnography (from Greek ἔθνος ethnos = folk/people and γράφω grapho = to write) is a qualitative research design aimed at exploring cultural phenomena. The resulting field study or a case report reflects the knowledge and the system of meanings in the lives of a cultural group.[1][2][3]
  • communication studies
  • should be reflexive, make a substantial contribution toward the understanding of the social life of humans, have an aesthetic impact on the reader, and express a credible reality
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  • Data collection methods are meant to capture the "social meanings and ordinary activities" [8] of people (informants) in "naturally occurring settings"
  • from the point of view of the subject (not the participant ethnographer)
  • records all observed behavior and describes all symbol-meaning relations using concepts that avoid casual explanations.
  • Multiple methods of data collection may be employed to facilitate a relationship that allows for a more personal and in-depth portrait of the informants and their community.
  • collect data in such a way that the researcher imposes a minimal amount of their own bias on the data.
  • participant observation, field notes, interviews, and surveys.
  • Interviews are often taped and later transcribed, allowing the interview to proceed unimpaired of note-taking,
  • Secondary research and document analysis are also employed to provide insight into the research topic.
  • Reflexivity refers to the researcher's aim "to explore the ways in which [the] researcher's involvement with a particular study influences, acts upon and informs such research"
  • the ethnographer focuses attention on a community, selecting knowledgeable informants who know the activities of the community well.
  • Ethnography relies greatly on up-close, personal experience. Participation, rather than just observation, is one of the keys to this process
  • David McGavock on 16 Jan 13
     
    What if we used the approach of Ethnographer to guide us in our understanding of preschool "culture"
David McGavock

DropShots™ - Free Video Hosting & Photo Sharing; No Advertising. Upload Now! - 0 views

www.dropshots.com

photos storage sharing hosting tools video

shared by David McGavock on 15 Jan 13 - Cached
  • The best way to share photos, videos & comments with family & friends Save time, amazing speed! Easy to upload and use Free and premium accounts Large high quality images Private and secure storage No Advertisements!
  • David McGavock on 15 Jan 13
     
    "The best way to share photos, videos & comments with family & friends"
David McGavock

Child Development & Early Childhood Development Advice . PBS Parents | PBS - 1 views

www.pbs.org/...child-development

Child development childhood development classroom

shared by David McGavock on 15 Jan 13 - No Cached
  • David McGavock on 15 Jan 13
     
    "Child Development Tracker Use the Child Development Tracker to get insights on the stages of growth. Select an Age:"
David McGavock

Three Core Concepts in Early Development - 1 views

developingchild.harvard.edu/...three_core_concepts

video classroom preschool neuroscience Harvard College

shared by David McGavock on 08 Jan 13 - No Cached
  • David McGavock on 08 Jan 13
     
    "Three Core Concepts in Early Development Healthy development in the early years provides the building blocks for educational achievement, economic productivity, responsible citizenship, lifelong health, strong communities, and successful parenting of the next generation. This three-part video series from the Center and the National Scientific Council on the Developing Child depicts how advances in neuroscience, molecular biology, and genomics now give us a much better understanding of how early experiences are built into our bodies and brains, for better or for worse."
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