Making a case for early intervention: the role of developmental neuroscience

Stack, N. (2013) Making a case for early intervention: the role of developmental neuroscience. In: Wasserman, L. H. and Zambo, D. (eds.) Early Childhood and Neuroscience - Links to Development and Learning. Series: Educating the young child, 7. Springer Netherlands: Dordrecht, pp. 157-170. ISBN 9789400766716 (doi:10.1007/978-94-007-6671-6_10)

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Publisher's URL: http://dx.doi.org/10.1007/978-94-007-6671-6_10

Abstract

Early intervention refers to a wide range of programmes designed to augment the development of children from at-risk populations or with developmental disabilities. However this term incorporates a diverse range of government and local intervention programmes, and their efficacy and appropriate resourcing are much-debated issues within the literature and in public and policy discourses. This chapter will consider the implications of findings from the field of developmental neuroscience for evaluating and enhancing these programmes. It will discuss how advances in our understanding of neurobiological issues, such as neural plasticity, synaptic pruning and sensitive periods, might inform policy and practice in this area.

Item Type:Book Sections
Status:Published
Glasgow Author(s) Enlighten ID:Stack, Professor Niamh
Authors: Stack, N.
College/School:College of Science and Engineering > School of Psychology
Publisher:Springer Netherlands
ISBN:9789400766716
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