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early childhood development

Brain resilience can be key to healthy aging

Dorota Chapko's picture
A man holds his 11-month-old granddaughter. Photo: Allison Kwesell / World Bank


In our previous blog post, we wrote about how getting a good head start in brain development builds the foundation of our cognitive abilities. It puts us in a path towards socio-economic success and makes us more resilient to aging and mid-life adversities. In this post, we’ll discuss how early-life experiences influence the development of socio-emotional abilities and of a more resilient brain, and how this new evidence can help development professionals design cost-effective policies that take into account a person’s human development during his/her lifetime.
 
Optimal brain development can in turn make healthy aging possible. As Jack Shonkoff and colleagues have put it: “Many adult diseases are, in fact, developmental disorders that begin early in life.”

The resilient brain and its crucial role in human development

Dorota Chapko's picture
Young children in Uzbekistan play with mind-stimulating games. Photo: Matluba Mukhamedova / World Bank


​Did you know that investments in early childhood are crucial for achieving the brain’s full developmental potential and resilience?
 
Jim Heckman, Nobel Laureate in economics, and his collaborators have shown that strong foundational skills built in early childhood are crucial for socio-economic success. These foundational skills lead to a self-reinforcing motivation to learn so that “skills beget skills”. This leads to better-paying jobs, healthier lifestyle choices, greater social participation, and more productive societies. Growing research also reveals that these benefits are linked to the important role that early foundations of cognitive and socio-emotional abilities play on healthy brain development across the human lifespan.

Brain complexity –the diversity and complexity of neural pathways and networks— is moulded during childhood and has a lasting impact on the development of cognitive and socio-emotional human abilities.

Madagascar: Expanding the bandwidth of the extreme poor

Andrea Vermehren's picture
Also available in: Français | العربية | Español
​Photo: Laura B. Rawlings / World Bank


It is 8 AM. The winter sun begins to appear over the gray-green mass of trees above the village of Tritriva in Madagascar’s central highlands. The courtyard of a stone church is already filled with women, many holding still-sleeping children in their arms. They have assembled for the first time in two months to receive a cash payment from the Malagasy state.

The women are poor and all live on less than $2 per day. The money they receive from the government amounts to about a third of their cash income for the two months in between each payment: it will go a long way in helping them support their families for the rest of the winter.
 
Initiated by the Madagascar government,  with support from the World Bank, the payments are part of a new program implemented by the Fonds d'Intervention pour le Développement (FID) to combat poverty in rural Madagascar and provide sustainable pathways to human development.

Modern Schools for Modern Times

Tigran Shmis's picture

Also available in Spanish and French


Spending a day at a kindergarten can be eye-opening for an adult. I’ll tell you why.

The school in question is what we, in the Russian Federation, call an inclusive school – where children with special needs are part of a regular kindergarten and participate in the same activities and programs as others. It works! This school was started in 2011 and does not distinguish between children with special needs and others. Both groups are part of the same class, sit at the same table, and participate in the same activities. Not many places in the world do this.

The inclusive model, while not unique, is still rare. But other than that distinctive nature, what’s so special about it?