I was interested to read an article a few days ago about a research project teaching teenagers the science of babies’ brain development. Secondary school pupils attended science lessons designed by researchers from the University of Oxford, covering the connections that are made in a baby’s brain, the impact of stress on early brain development, and the ways that interactions and experiences can build new neural circuits in the brain. Students also learned about neuroplasticity, and so begin to understand that the brain can change and be influenced throughout life.

The thinking is that many of these young people will go on to have a role in a baby’s life – whether that is as a parent/carer, uncle or aunt, sibling of younger children, babysitter. And as I read the article, I also thought of those who may become early years educators.

The recent changes to the EYFS have fuelled a renewed emphasis on early years professionals having a knowledge of child development. Understanding how a baby’s brain develops is part of this knowledge - recognising the vital part that every interaction and experience with a baby has in creating new neural circuits in the brain, and therefore in their development as a whole. It is also important that everyone recognises this – it is part of the incredible work that EYs professionals do to support our youngest children to develop.

The 5 Big Questions survey, conducted by the Royal Foundation Centre for Early Childhood in 2020, discovered that only 24% of participants ‘recognise the specific importance of the 0-5 period for providing lifelong health and happiness.’

In raising awareness of how pivotal the early years of our lives are to our future, perhaps:

·         families will know the huge part they play in their child’s development through those early interactions with them as babies

·         early years professionals will be more valued by society for the part they play in each child’s present and future life

Whether or not those teenagers learning about babies’ brain development end up later having roles in the life of a baby, their exposure to the science of early childhood will hopefully stay with them as they become adults, and they may be better champions of the early years as a result.