Economic, neurobiological, and behavioral perspectives on building America's future workforce
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A growing proportion of the U.S. workforce will have been raised in disadvantaged environments that are associated with relatively high proportions of individuals with diminished cognitive and social skills. A cross-disciplinary examination of research in economics, developmental psychology, and neurobiology reveals a striking convergence on a set of common principles that account for the potent effects of early environment on the capacity for human skill development. Central to these principles are the findings that early experiences have a uniquely powerful influence on the development of cognitive and social skills and on brain architecture and neurochemistry, that both skill development and brain maturation are hierarchical processes in which higher level functions depend on, and build on, lower level functions, and that the capacity for change in the foundations of human skill development and neural circuitry is highest earlier in life and decreases over time. These findings lead to the conclusion that the most efficient strategy for strengthening the future workforce, both economically and neurobiologically, and improving its quality of life is to invest in the environments of disadvantaged children during the early childhood years.
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Pediatrics has moved toward a coordinated, whole-child, two-generation approach.
“similar to those accruing from the shift in pediatrics to a coordinated, whole-child, 2-generation philosophy.1,4,5”
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Institutional rearing and psychiatric disorders in Romanian preschool children
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Self-citationEducation: A Missed Opportunity for Public Health Intervention
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Fostering and Measuring Skills: Interventions That Improve Character and Cognition
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Self-citationHealth Inequality - determinants and policies
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“nated, whole-child, 2-generation philosophy.(1,4,5) Our vision has aligned”
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- Authors
- Knudsen, E. I., Heckman, J. J., Cameron, J. L., & Shonkoff, J. P.
- Affiliations
- Stanford Medicine (US)
- University of Chicago (US)
- University of Pittsburgh (US)
- Brandeis University (US)
- Venue
- Proceedings of the National Academy of Sciences
- Publisher
- National Academy of Sciences
- Published
- 2006-07-05
- Volume
- 103
- Issue
- 27
- Pages
- 10155-10162
- ISSN
- 0027-8424 (ISSN-L)
- 1091-6490
- PMC
- PMC1502427
- OpenAlex
- W3023070006
- Cited by
- 1,123
- References
- 79
- Citations by year
- 2026: 30 · 2025: 36 · 2024: 52 · 2023: 56 · 2022: 54 · 2021: 46 · 2020: 68 · 2019: 61 · 2018: 62 · 2017: 55 · 2016: 61 · 2015: 61 · 2014: 84 · 2013: 92 · 2012: 84
- FWCI
- 165.21
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- Proceedings of the National Academy of Sciences (publishedVersion)
- SSRN Electronic Journal (acceptedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Econstor (Econstor) (submittedVersion)
- Funders
- John D. and Catherine T. MacArthur Foundation
- National Institute of Child Health and Human Development
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Safety Research › Youth Development and Social Support
- Keywords
- early childhood environment, disadvantaged children, cognitive development, social skills, brain maturation, neuroplasticity, workforce development, early childhood investment
- MeSH terms
- Adult, Age Factors, Animals, Behavior, Brain, Child, Cognition, Employment, Gene Expression Regulation, Humans, Neurobiology, Time Factors, United States
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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