Birth to three matters - Communities and Local Government

environment in order to fine-tune theirperformance (reported in Bruer, 1987:7).The ‘Brainwonders’ website defines criticalperiods as developmental phases that aredependent upon environmental input; itadds that there are differing criticalperiods for ‘the presence of certainnutrients…for certain types of sensorystimuli (such as vision and speech sounds),and for certain emotional and cognitiveexperiences (attachment, languageexposure)’. However, it is also made clearthat ‘there are mental skills, such asreading, vocabulary size, and the abilityto see colour, which do not appear to passthrough tight critical periods in theirdevelopment.’ However, yet again therehave been disagreements about thepossible existence of such periods inhuman development. Blakemore (2002: 28)writes that ‘Most neuroscientists nowbelieve that critical periods are not rigidand inflexible. Rather, most interpret themas ‘sensitive’ periods.’ Those who believedin the existence of critical periods set inmotion ‘a plethora of videos and toysclaiming to ‘boost’ your baby’s brain,andimplying beneficial long term effects…such claims currently have scantneuroscience backing, and should betreated with caution.’ (Johnson 2002:42).But this does not mean we should treatbabies as if they have no brain nor youngchildren as if they cannot benefit fromeducation (in its broadest sense – notformal schooling) until they are admittedto school, as one Times editorial claimednot long ago, suggesting that the purposeof nursery provision is simply to preparechildren,so that ‘the reception class canbegin the proper process of education.’(The Times 1995:17).Importantly, Johnson (2002: 40-41 – ouritalics) draws attention to the fact that‘babies brains have sometimes beenviewed as being passively shaped by theirenvironment…because over the first fewmonths they are unable to walk or evenreach accurately. Appearances can bedeceiving however. We have seen, forinstance, how, from birth, infants arecapable of directing their eyes towardthings that interest them, such as faces.’This comment sums up the traditionalEnglish view reflected in the saying‘children should be seen and not heard’and the fact that adults, including youngparents, in England who have publicconversations with babies are often lookedat askance. Perhaps one outcome of the‘Birth to Three Matters’ project would bethe promotion of joyful, publicconversation between babies and youngchildren and their carers in shops, streets,everywhere, to push home the messagethat children have brains that are trying tomake sense of the world from the momentof birth. It is in sharing these ordinaryencounters that brain development ispromoted as well as other aspects such asemotional attachment and self-esteem,aswe have already discussed.Neuroscience has started to map out theways in which young brains make theconnections that are the key to eachindividual child’s mind.112 EDUCATIONAND SKILLS B I RT H T O T H R E E M AT T E R S