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Making a Case for Early Intervention: The Role of Developmental Neuroscience

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Early Childhood and Neuroscience - Links to Development and Learning

Part of the book series: Educating the Young Child ((EDYC,volume 7))

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Abstract

Early intervention refers to a wide range of programmes designed to augment the development of children from at-risk populations or with developmental disabilities. However this term incorporates a diverse range of government and local intervention programmes, and their efficacy and appropriate resourcing are much-debated issues within the literature and in public and policy discourses. This chapter will consider the implications of findings from the field of developmental neuroscience for evaluating and enhancing these programmes. It will discuss how advances in our understanding of neurobiological issues, such as neural plasticity, synaptic pruning and sensitive periods, might inform policy and practice in this area.

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Authors and Affiliations

  1. School of Psychology, University of Glasgow, Glasgow, UK

    Niamh Stack Ph.D.

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  1. Niamh Stack Ph.D.
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Correspondence to Niamh Stack Ph.D. .

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Editors and Affiliations

  1. , School of Education, Heidelberg University, E. Market Street 310, Tiffin, 44883, Ohio, USA

    Leslie Haley Wasserman

  2. , Dept. of Leadership and Innovation, Arizona State University, West Thunderbird Road 4701, Glendale, 85306, Arizona, USA

    Debby Zambo

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Stack, N. (2013). Making a Case for Early Intervention: The Role of Developmental Neuroscience. In: Wasserman, L., Zambo, D. (eds) Early Childhood and Neuroscience - Links to Development and Learning. Educating the Young Child, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6671-6_10

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