Education Forum

Protecting Brains, Not Simply Stimulating Minds

See allHide authors and affiliations

Science  19 Aug 2011:
Vol. 333, Issue 6045, pp. 982-983
DOI: 10.1126/science.1206014

You are currently viewing the abstract.

View Full Text

Log in to view the full text

Log in through your institution

Log in through your institution

This article has a correction. Please see:


Curricular enhancements in early childhood education that are guided by the science of learning must be augmented by protective interventions informed by the biology of adversity. The same neuroplasticity that leaves emotional regulation, behavioral adaptation, and executive functioning skills vulnerable to early disruption by stressful environments also enables their successful development through focused interventions during sensitive periods in their maturation. The early childhood field should therefore combine cognitive-linguistic enrichment with greater attention to preventing, reducing, or mitigating the consequences of significant adversity on the developing brain. Guided by this enhanced theory of change, scientists, practitioners, and policy-makers must work together to design, implement, and evaluate innovative strategies to produce substantially greater impacts than those achieved by existing programs.

View Full Text

Stay Connected to Science