Recent decades have seen an upsurge of research with and about young children, their families and communities. The Handbook of Early Childhood Research will provide a landmark overview of the field of early childhood research and will set an agenda for early childhood research into the future. It includes 31 chapters provided by internationally recognized experts in early childhood research. The team of international contributors apply their expertise to conceptual and methodological issues in research and to relevant fields of practice and policy. The Handbook recognizes the main contexts of early childhood research: home and family contexts; out-of-home contexts such as services for young children and their families; and broader societal contexts of that evoke risk for young children. The Handbook includes sections on: the field of early childhood research and its key contributions new theories and theoretical approaches in early childhood research collecting and analysing data applications of early childhood research This Handbook will become the valuable reference text for students, practitioners and researchers from across the social sciences and beyond who are engaged in research with young children.
Chapter 10: Theoretical Insights from Neuroscience in Early Childhood Research
Theoretical Insights from Neuroscience in Early Childhood Research
In early childhood, practitioners see most clearly the interconnectedness of our sensory, motor, language, cognitive and social systems. Despite definitive categorical diagnostic traditions (i.e., DSM 5 and ICD-10) and brain research traditions focusing on localization of disorders in specific brain areas, complex presentations are the norm, with children often accumulating a number of different diagnoses by early school age (Kim, 2014; Landy and Bradley, 2013). Indeed, co-morbidity is the rule rather than the exception, as is the high clinical use of ‘Not Otherwise Specified’ (NOS) diagnostic classification, reflecting the challenge of fitting complex symptom presentation within existing categories (Fombonne, 2009; Regier et al., 2009). These practitioner and ...