Why Now? The Science:
Scientists now know that “serve and return” interactions between caregivers and children are major drivers of early brain development. Very young children naturally invite interaction with caregivers through various gestures and sounds, and adults respond ‘contingently’ with vocalizations and gestures that adapt and build upon the child’s invitation. ‘Serve and return’ interactions that are responsive to a child’s signals and abilities encourage more ‘serve and return’ interactions. As these exchanges flourish, a child’s neural connections become stronger.[1] The absence of such responses—or responses that are unreliable or inappropriate—can contribute to lifelong disparities in learning, behavior and health. [2]
However, recent science has shown us that the frequency and coordination of ‘serve and return’ interactions between caregivers and infants can make a significant difference in offsetting and even reversing the damaging effects of toxic stress to protect an infant’s neuronal development and therefore later physical, emotional, and cognitive potential.[3], [4], [5]
However, recent science has shown us that the frequency and coordination of ‘serve and return’ interactions between caregivers and infants can make a significant difference in offsetting and even reversing the damaging effects of toxic stress to protect an infant’s neuronal development and therefore later physical, emotional, and cognitive potential.[3], [4], [5]
Why Now? The technology:
According to the ICT Data and Statistics Division of the International Telecommunication Union, in 2013, there are almost as many mobile-cellular subscriptions as people in the world, with mobile-cellular penetration rates standing at 96% globally; with 89% in developing countries. And according to the 2012 World Bank report, Maximizing Mobile, phones already vastly outnumber PC’s in developing countries and most tend to rely mainly on mobile networks.
Mobile technology is quickly being integrated in efforts to reach Millenium Development Goals set by the United Nations Development Programme “in sectors such as health, education, agriculture, employment, crisis prevention and the environment…that are helping to improve human development efforts around the world” (UNDP, 2012). Early childhood development, the long-term effects of which will impact many—if not all—of these development goals, should be no exception.
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[1] The Science of Early Childhood Development. (2007) National Scientific Council on the Developing Child. http://www.developingchild.net
[2] National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3; National Scientific Council on the Developing Child (2010). Early Experiences Can Alter Gene Expression and Affect Long-Term Development: Working Paper No. 10. Retrieved from www.developingchild.harvard.edu
[3] National Scientific Council on the Developing Child. InBrief: The Impact of Early Adversity on Children’s Development; Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3 (2005); Early Experiences Can Alter Gene Expression and Affect Long-Term Development: Working Paper No. 10 (2010). Retrieved from www.developingchild.harvard.edu
[4] World Health Organization (2004). The importance of caregiver-child interactions for the survival and healthy development of young children: a review.
[5] Engle PL, et al. “Inequality in early childhood: risk and protective factors for early childhood development.” The Lancet. 378 (2011): 1325-38, and: “Strategies for reducing inequalities and improving developmental outcomes for young chidlren in low-income and middle-income countries.” The Lancet. 378 (2011): 1339-53.
Mobile technology is quickly being integrated in efforts to reach Millenium Development Goals set by the United Nations Development Programme “in sectors such as health, education, agriculture, employment, crisis prevention and the environment…that are helping to improve human development efforts around the world” (UNDP, 2012). Early childhood development, the long-term effects of which will impact many—if not all—of these development goals, should be no exception.
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[1] The Science of Early Childhood Development. (2007) National Scientific Council on the Developing Child. http://www.developingchild.net
[2] National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3; National Scientific Council on the Developing Child (2010). Early Experiences Can Alter Gene Expression and Affect Long-Term Development: Working Paper No. 10. Retrieved from www.developingchild.harvard.edu
[3] National Scientific Council on the Developing Child. InBrief: The Impact of Early Adversity on Children’s Development; Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3 (2005); Early Experiences Can Alter Gene Expression and Affect Long-Term Development: Working Paper No. 10 (2010). Retrieved from www.developingchild.harvard.edu
[4] World Health Organization (2004). The importance of caregiver-child interactions for the survival and healthy development of young children: a review.
[5] Engle PL, et al. “Inequality in early childhood: risk and protective factors for early childhood development.” The Lancet. 378 (2011): 1325-38, and: “Strategies for reducing inequalities and improving developmental outcomes for young chidlren in low-income and middle-income countries.” The Lancet. 378 (2011): 1339-53.