Maureen M. Black|Susan Walker|Lia Fernald|Christopher T Andersen|Ann DiGirolamo|Chunling Lu|Dana Charles McCoy|Günther Fink|Yusra Ribhi Shawar|Jeremy Shiffman|Amanda Epstein Devercelli|Quentin Wodon|Emily Vargas-Barón|Sally Grantham?McGregor
Early childhood development coming of age: science through the life course
RTI International|University of Maryland, Baltimore|University of the West Indies|Berkeley Public Health Division|Harvard University|Georgia State University|Brigham and Women's Hospital|Harvard University|Harvard University|University of Pennsylvania|American University|World Bank Group|World Bank Group|University College London
early childhood development programmes vary coordination quality inadequate inequitable access especially children younger 3 years new estimates based proxy measures stunting poverty indicate 250 million children 43 younger 5 years lowincome middleincome countries risk reaching developmental potential therefore urgent need increase multisectoral coverage quality programming incorporates health nutrition security safety responsive caregiving early learning equitable early childhood policies programmes crucial meeting sustainable development goals children develop intellectual skills creativity wellbeing required become healthy productive adults paper first three part series early childhood development examine recent scientific progress global commitments early childhood development research programmes policies advanced substantially since 2000 new neuroscientific evidence linking early adversity nurturing care brain development function throughout life course