Brain Science, Early Intervention and ‘At Risk’ Families: Implications for Parents, Professionals and Social Policy

Abstract

In recent years neuroscience has increasingly been drawn on to focus attention on the significance of early childhood years for healthy brain development. However an examination of the literature suggests that brain science has little specific to offer parents. In spite of this, a belief that these first years are a critical period for child development has provided the impetus for the introduction of early intervention programmes targeting groups who are considered to be ‘at risk’. The literature indicates that the assumptions underpinning this notion are problematic and may have implications for the success of such interventions. The factors impacting on childhood outcomes are complex and cannot be reduced solely to biomedical explanations. A more effective way to tackle child health and welfare problems would involve a multidimensional approach and include the elimination of poverty and the scrutiny of all public policy.