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Citation:

Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods. Washington, DC: National Academy Press.

Annotation:
This book-length literature review is one in a series of reports from the National Research Council that intend to make scientific research more accessible to educators and other practitioners. To produce this report, a committee of 17 experts spent more than two years evaluating and synthesizing the current scientific literature on early childhood development. The committeeÕs charge was Òto update scientific knowledge about the nature of early development and the role of early experiences, to disentangle such knowledge from erroneous popular beliefs or misunderstandings, and to discuss the implications of this knowledge base for early childhood policy, practice, professional development, and researchÓ (pp. 2-3). The literature review addresses educational research as well as research from the social and behavioral sciences. Its focus includes not only the family and community but childrenÕs early experiences in child care and educational settings. The review concluded that there are Òstriking disparitiesÓ in childrenÕs knowledge and skills even before they reach kindergarten age and that these differences are Òstrongly associatedÓ with childrenÕs social and economic circumstances (p. 5). The authors noted that both nature and nurture are critical to childrenÕs healthy development and that Òboth genetically determined characteristics and those that are highly affected by experience are open to interventionÓ (p. 6). The authors noted further, however, that Òinterventions that work are rarely simple, inexpensive, or easy to implementÓ (p. 10). Additionally, Òthe scientific knowledge base guiding early childhood policies and programs is seriously constrained by the relatively limited availability of systematic and rigorous evaluations of program implementation; gaps in the documentation of causal relations between specific interventions and specific outcomes and of the underlying mechanisms of change; and infrequent assessments of program costs and benefitsÓ (p. 11). This book is written for practitioners and provides an easily comprehensible overview of research in early childhood development and discussion of the implications that research has on policy.