Policy Hub
On 26 March 2007, the Council for Early Child Development [CEDC Canada] published a report (Early years study 2: putting science into action) which “focuses on the scientific evidence supporting the importance of early learning and care as it relates to childhood development.” (website).
The Early Years Study by Margaret McCain and Fraser Mustard (1999) mapped out the neuroscientific explanation for why it was that study after study was confirming what primary school teachers had been reporting for some time: that in the vast majority of cases, when a child enters the school system her educational future already seems to have been decided. Highly verbal and attentive children go on to become successful students; children with poor language or social skills find school a stressful experience and in many cases go on to develop behavioral, psychological and health problems.
This report reviews the scientific advances that have been made since that publication in developmental neuroscience, and the organisational advances in the implementation of this knowledge.
Early
years study 2: putting science into action