A Good-Enough Early Childhood. Evidence Speaks Reports, Vol 2, #63

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Autor/in	Whitehurst, Grover
Institution	Center on Children and Families at Brookings
Titel	A Good-Enough Early Childhood. Evidence Speaks Reports, Vol 2, #63
Quelle	(2018), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Models; Experience; Child Development; Child Rearing; Stimulation; Educational Quality; Disadvantaged Youth; Correlation; Cognitive Ability; Toddlers; Young Children; Genetics; Individual Differences; Social Development; Emotional Development; Early Intervention; Program Effectiveness; Infants + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Analogiemodell; Erfahrung; Kindesentwicklung; Kindererziehung; Quality of education; Bildungsqualität; Benachteiligter Jugendlicher; Korrelation; Denkfähigkeit; Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Humangenetik; Individueller Unterschied; Soziale Entwicklung; Gefühlsbildung; Toddlers
Abstract	The standard model of the role of early experience in human development assumes that children's environments in their first years of life are dominant influences on who they become as adults. The standard model favors interventions to improve children's long-term outcomes that start early in life and are intensive in time and attention from nurturing adults. The benefits of such interventions, including high-quality, universal preschool programs, are assumed to accrue to children from all socio-economic strata, and to be powerful enough to substantially eliminate racial and social class differences in children's life outcomes. In this report, the author proposes a different way of thinking about the role of early experience, which he calls the good-enough model. It is an evolutionary perspective that sees the human species as having evolved in circumstances that support normal development of brain and behavior in a wide range of environments, including those in which parents and communities do not invest extraordinary time and attention in the rearing of their young. It posits a floor with respect to early stimulation, the good-enough point, above which the vast majority of children will experience normal development of brain and behavior without the need for special programs or expensive enrichment experiences. A corollary is that the returns to investment in intensive early childhood programs rapidly diminish beyond the good-enough point. The good-enough model readily incorporates research findings that are anomalies within the standard model, including seemingly high quality preschool programs that produce no long-term advantage for participants; normal later development of children reared in very impoverished early environments; weak associations between measures of cognitive abilities in toddlers and their cognitive abilities measured later in life; and genetic influences on individual differences in human cognitive and socio-emotional abilities that are orders of magnitude greater than the effects family and school environments. The good-enough model has implications for child rearing across the range of socio-economic advantage. With respect to social programs intended to increase opportunity for children from economically disadvantaged homes, it favors investments in families and communities that open doors to children throughout their dependent years. Examples include programs that increase families' income, stability, and employment opportunities. For advantaged families, it suggests that intensely programmed and expensive early exposure lessons and experiences intended to "grow your child's neurons" are unlikely to be productive. For all families, it suggests how critical it is to avoid damaging experiences for young children and, by implication, the importance of attending to conditions that support the overall health of the family unit. (ERIC).
Anmerkungen	Center on Children and Families at Brookings. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6069; Fax: 202-797-2968; e-mail: ccf@brookings.edu; Web site: https://www.brookings.edu/center/center-on-children-and-families/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01