Early Childhood Development Research on the brain and early childhood development indicates that the first four years of life are a period of particularly rapid development of brain structures and function. According to Larissa Scott (2004) the potential of the brain can be enhanced by presenting the right experiences at the right times, in the right amounts. In the initial stages of life, children's brains can be compared to a sponge soaking up liquids. As the newborn's five senses are stimulated the information gathered causes brain activity. This activity leads to the development of motor, emotional, behavioral, cognitive and social functioning.

Influence of Family and Environment

As the brain collects more information it begins to make connections between old and new knowledge, discarding information that does not sustain relevance to the environment. This sorting and learning process can be regarded as a function of the elimination of unnecessary associations and maintenance of those that are used. This places a great responsibility on primary caregivers to provide children with endless opportunities for gathering new information and maintaining associations with previously experiences.

The National Scientific Council on the Developing Child (2007) reports that specific experiences have a significant effect on specific brain circuits during specific developmental stages. The ability to think and regulate emotions is determined by the availability of appropriate experiences at the right stages of development.

Children need to be introduced to new tasks gently, too much, too soon is overwhelming. Learning requires focus, sustained attention and the capacity to tolerate frustration. Most children develop faster in one domain, motor, emotional, cognitive, social, than others. Children tend to choose activities that match their strengths and give them the greatest sense of achievement. It is important to help children find private ways to practice their relative weaknesses. Additionally, mastery in one domain can't be generalized to others. For example, even if a child has mastered motor skills, he may not have comparable mastery in emotional or social domains.

Children should be encouraged to leave their comfort zone and take on new challenges. If a child never leaves his comfort zone and moves into his hot zone, where the child is challenged, the child will never learn.
Parenting Styles

Pong, Hao, and Gardner (2005) describe four types of parenting styles based on demandingness and responsiveness. The authoritarian style is high on demandingness and low on responsiveness. It manifests in high parental control and supervision, with stress on obedience and respect for authority. Permissive parenting is low on demandingness and high on responsiveness. Parents who are permissive are very accepting of their children, making few demands for mature behavior, and allowing their children substantial self-regulation. Authoritative parenting is high on both demandingness and responsiveness. Parents who are authoritative set clear standards for mature behavior for their children. They firmly enforce rules and standards, while encouraging their children to be independent and to have open communication with parents. Neglectful parenting is low on both demandingness and responsiveness. Parents who are neglectful are unengaged, highly coercive, nondirective, and do not monitor their children's activities. Previous research has found that authoritarian, permissive, and neglectful parenting was negatively associated with school grades and school engagement, whereas the association for authoritative parenting is positive.

Early Childhood Education

According to Jack Shonkoff (2009) the most effective early childhood programs clearly make a difference, but there is considerable room for improvement and a compelling need for innovation. Forty years of follow-up data from the most frequently cited preschool program, the Perry Preschool Project, reveal increased rates of high-school graduation, 65% to 45%, and lowered rates of arrest for violent crime, 32% from 48%. This indicates impressive results with large benefit to cost ratios. However, it is impossible to look at this intervention model, which results…