Patricia K. Kuhl
Early Language Learning and Literacy: Neuroscience Implications for Education
University of Washington
last decade produced explosion neuroscience research examining young childrens early processing language implications education noninvasive safe functional brain measurements proven feasible use children starting birth arena language neural signatures learning documented remarkably early point development early measures predict performance childrens language prereading abilities second third fifth year life finding theoretical educational import evidence childrens early mastery language requires learning social context finding also important implications education evidence relating socioeconomic status ses brain function language suggests ses considered proxy opportunity learn complexity language input significant factor developing brain areas related language data indicate opportunity learn complex stimuli events vital early life success school begins infancy