Understanding the Science of Early Childhood Development: Empowering Families and Communities
By Dr. Gloria Andrade, PhD, IMH-E®
Understanding the science of early childhood development is more than just informational—it’s empowering. This knowledge, when applied effectively, can significantly improve relationships and influence policy and practice. It underscores the importance of paying close attention to child development, especially considering that children are the future of our species. This awareness not only provides us with the confidence and capability to positively impact children's lives but also highlights our collective responsibility in shaping the future through early childhood development.
The Importance of Getting Things Right from the Beginning
The early years of a child’s life are crucial, and the way we approach these years can have lifelong effects. The scientific understanding of early childhood development reveals that brain architecture is formed predominantly in the first years of life, making the early years a critical period for development (Shonkoff, 2016). This knowledge empowers us to create real change, both in the lives of children and within our communities. At the Center on the Developing Child at Harvard University, three core principles are identified as key to improving outcomes for children: reducing sources of stress, supporting responsive relationships, and strengthening adaptive skills. These principles are interconnected and apply to both children and their adult caregivers. By focusing on these principles, we can significantly impact the well-being of children, families, and the communities that support them.
Attachment and Serve-and-Return Interactions
Science shows how beneficial it is for young children to form attachments to their parents and how responsive caregivers—both within and outside the family—can help nurture those bonds. “Serve-and-return” interactions, which are like a game of catch where a child “serves” by reaching out for interaction and an adult “returns” by responding, are fundamental in shaping a child’s brain circuitry (Center on the Developing Child, 2016). These back-and-forth exchanges in the early years are essential for healthy brain development. Conversely, prolonged disruptions in these interactions—such as neglect or lack of responsive caregiving—pose significant risks to the child’s development. When children are exposed to consistent, nurturing relationships with supportive caregivers, they are more likely to develop resilience, even in the face of adversity.
Adverse Childhood Experiences (ACEs) and Their Impact
Adverse Childhood Experiences (ACEs), which include events such as abuse, neglect, and household dysfunction, are well-documented as having long-lasting impacts on children’s development. But ACEs are not limited to just household factors. Community stressors like poverty, lack of access to quality education, and historical trauma can also severely affect a child's development. In addition, environmental factors such as climate change and pandemics have emerged as contributors to childhood stress. Dr. Bruce Perry and Dr. Bessel van der Kolk (2020) emphasize that while stress is a natural part of development, it is how we manage stress that determines its impact on development. Positive and tolerable stress can offer opportunities for growth, as long as the child has supportive relationships to buffer the experience. On the other hand, toxic stress—sustained activation of the stress response system in the absence of protective relationships—can derail healthy development and have lifelong consequences on both physical and mental health (Shonkoff, 2016).
The Role of Responsive Relationships in Fostering Resilience
Responsive relationships are critical in helping both children and adults deal with stress, regulate emotions, and build hope for the future. The importance of investing in preventing early adversity cannot be overstated. As economist James Heckman (2014) argues, investing in early childhood development provides a significant return in terms of education, health, and productivity. Failing to intervene early, however, carries a high cost, not only for the individual child but for society as a whole.
Building resilience in children requires strong, nurturing relationships. Children who experience these relationships are more likely to thrive despite adversity. The key to resilience lies in the presence of reliable, consistent support—whether from parents, caregivers, or community members. This foundational support helps children regulate emotions and behaviors and ultimately fosters their capacity to face future challenges with confidence.
Early Childhood Mental Health as a Collective Effort
As a society, we must take responsibility for raising children more intentionally and informedly. The phrase “It takes a village to raise a child” is not merely a cliché but a vital truth. Early childhood development is shaped not just by parents but by entire communities that come together to support children. The science of early childhood development is clear: promoting early mental health is imperative. We must all contribute to this effort as parents, educators, community leaders, or policymakers.
Investing in early childhood mental health is beneficial for the individual child and essential for the overall success of our society. By prioritizing children's mental health and creating supportive environments for their growth, we are ensuring the well-being of future generations.
Conclusion
Understanding and applying the science of early childhood development is essential to shaping the future of our children and communities. The first few years of a child’s life lay the foundation for their lifelong development. We can create environments where children can thrive by focusing on reducing stress, supporting responsive relationships, and strengthening adaptive skills. However, this requires collective action. We all have a role to play in the success of our children and in the collective effort to raise healthy, resilient, and capable future generations.
About Dr. Gloria Andrade
Dr. Gloria Andrade, PhD, is a Lead Early Childhood Consultation Specialist at the Center for Autism and Early Childhood Mental Health at Montclair State University, NJ. Dr. Andrade works with family child care educators, offering guidance and reflective consultation to improve early childhood education outcomes, particularly for Spanish-speaking communities. She is also a key collaborator in the Maternal Infant Relational Health program, providing classes and support for new and expectant parents. Dr. Andrade’s work extends across various domains, from daycare centers to outpatient programs, always with a focus on promoting mental health and development for young children.
Dr. Andrade holds a Master of Social Work and a Ph.D. in Family Studies and Human Development, as well as numerous certifications in early childhood mental health. Her commitment to continuous learning and her deep dedication to improving the lives of children make her a leading expert in the field.
For more information about Dr. Andrade’s work, visit her LinkedIn profile.
References
Center on the Developing Child. (2016). Serve and return. Harvard University. Retrieved from https://developingchild.harvard.edu
Heckman, J. J. (2014). The Heckman equation. Heckman Equation. Retrieved from https://heckmanequation.org
Perry, B. D., & van der Kolk, B. A. (2020). The neurobiology of childhood trauma and abuse. American Journal of Psychiatry, 177(8), 606-607.
Shonkoff, J. P. (2016). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function. Center on the Developing Child, Harvard University. Retrieved from https://developingchild.harvard.edu