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"There is no credible scientific data to support the claim that specialized videos or particular music recordings (e.g., 'the Mozart Effect') have a positive, measurable impact on developing brain architecture."  This is a finding of a report, "The Timing and Quality of Early Experiences Combine to Shape Brain Architecture," from the Center on the Developing Child at Harvard University. The report continues...

"Beyond recent research that has argued against such claims, evidence from decades of scientific investigation of experience-induced changes in brain development makes it highly unlikely that the potential benefits of such media would even come close to matching (much less exceeding) the more important influences of attentive, nurturing, and growth-promoting interactions with invested adults.  Although a varied array of experiences clearly stimulates learning in the preschool years, promotional statements about the superior brain-building impacts of expensive 'educational' toys and videos for infants and toddlers have no scientific support. Similarly, didactic instruction in skill areas that are developmentally inappropriate for young children ... is an exercise in futility.  Attempting to teach one-year-olds to read is an example of such misguided efforts. The issue is not whether the child is 'smart enough' or 'motivated' to learn, but whether the necessary brain circuitry is sufficiently 'wired' to support the specific domains required for that learning."

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Exchange has two practical resources for early childhood programs on how to use brain research findings.  The Exchange Beginnings Workshop, "Brain Research" includes insights on brain research implications for early childhood from experts Ron Lally, Pam Schiller, Bettye Caldwell, Phyllis Weikart, Clarissa Willis, and Linda Gilkerson.  A second Beginnings Workshop, "Applying Brain Research," includes articles sharing insights on how to apply brain research findings in early childhood settings.

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