As many musicians in Memphis know, becoming an overnight success usually takes years of hard work. It's the same with early childhood brain development. The Urban Child Institute has been working for a decade with partners and community leaders to spread the word about how crucial this issue is to the future of Memphis and the region. Today it is clearer than ever that this message is finding a wide audience.
Genes provide the blueprint for early brain development, but environmental factors determine a brain’s strengths and weaknesses.
In a recent article in The New York Times, Nicholas Kristof reported on a landmark policy statement just issued by the American Academy of Pediatrics, the leading association of American pediatricians. Based on several decades of scientific research, the Academy has identified “toxic stress” as the most widespread peril facing young children. What does this mean? Exposure to high levels of toxic stress early in childhood has been shown to result in a range of poor physical, social, emotional and cognitive outcomes.
Gift Ideas to Ensure Lasting Happiness, Future Success for Children
December 19, 2011
While materialistic expressions of love may abound during the holiday season, a greater sense of regard for intangible life treasures such as health and happiness for the people in your life who matter most is also prevalent.
Holidays, Toxic Stress and the Effects on Young Children
November 30, 2011
The holiday season is officially here, bringing with it the promise of exciting opportunities to relax and unwind, spend quality time with family and friends, and celebrate a brand new year. For many people, finding time to attend parties, confirming final details for vacations, shopping until you drop and putting smiles on kids’ faces are among the primary concerns.
Early Intervention Key to Learning Process
November 21, 2011
The average child in America will spend less than 10 percent of his or her life in school through the 12th grade. If we are serious about education reform, we need to understand what's happening to our students the other 90 percent of the time, and adapt to those realities.
