Who has lifted you up?

Ecclesiastes wrote, “Two are better than one because they have a good reward for their labor. For if they fall, the one will lift up his fellow; but woe to him that is alone when he falls, for he has not another to help him up” (4:9-10). (Thanks to “My Jewish Learning” for this translation)

In our work with young children, most of us have had the opportunity to work with a friend or mentor.

Who has lifted you up? Take the time to acknowledge those in your life who have supported you.

National Scientific Council on the Developing Child

Established in 2003, the National Scientific Council is a multi-disciplinary collaboration of scientists and scholars from universities across the United States and Canada designed to bring the science of early childhood and early brain development to bear on public policy decision-making. The mission of the Council is to synthesize and communicate science to help inform policies that promote successful learning, adaptive behavior, and sound physical and mental health for all young children. Central to this concept is the ongoing generation, analysis, and integration of knowledge and the critical task of educating policymakers, civic leaders, and the general public about the rapidly growing science of early childhood development and its underlying neurobiology.

Closing the Gap Between What We Know and What We Do:

This publication offers a concise, clear overview of the science of early childhood and brain development as it relates to policies and programs that could make a significant difference in the lives of children—and all of society. It includes discussion of seven core concepts of development and their implications for policy and practice.

Here are some of the core concepts of Development presented in this article:
•  Child development is a foundation for community development and economic development, as capable
children become the foundation of a prosperous and sustainable society.
•  Brains are built over time.
•  The interactive influences of genes and experience literally shape the architecture of the developing brain,
and the active ingredient is the “serve and return” nature of children’s engagement in relationships with
their parents and other caregivers in their family or community.

•  Both brain architecture and developing abilities are built “from the bottom up,” with simple circuits
and skills providing the scaffolding for more advanced circuits and skills over time.
•  Toxic stress in early childhood is associated with persistent effects on the nervous system and stress
hormone systems that can damage developing brain architecture and lead to lifelong problems in
learning, behavior, and both physical and mental health.
•  Creating the right conditions for early childhood development is likely to be more effective and less
costly than addressing problems at a later age.

 

Community of Seekers

As we share our lives with young children as parents and teachers, let us consider the words of author Louise Cadwell: “We want to know what the children think, feel and wonder. We believe that the children will have thing to tell each other and us that we have never heard before. We are always listening for a surprise and the birth of a new idea. This practice supports a searching together for a new meaning. Together, we become a community of seekers. (“Bringing Reggio to Life” pg. 25)