If you work in early childhood education, you’ve probably heard about brain development in the early years. But how much of what we do in practice is actually backed by science? That’s where Jack Shonkoff comes in.

I’ve heard about Jack Shonkoff at uni back in 2010 and it changed my view of childhood brain development and the importance of early years forever.

Shonkoff is a pediatrician and leading researcher in early childhood development. His work explains why the first five years of life shape everything that follows. They influence learning, emotional well-being, and even long-term health. He’s also been instrumental in translating research into policies and strategies that directly impact early childhood educators and programs.

Here’s why his work matters for early childhood education.

1. Early Experiences Shape the Brain

Shonkoff’s research reinforces what many educators already believe—children learn best through warm, responsive relationships. But he goes further, showing that these early interactions literally shape brain architecture.

A key concept from his work is “serve-and-return interactions”—the idea that when a child babbles, gestures, or expresses emotion, and an adult responds, neural connections in the brain strengthen. This back-and-forth exchange is essential for:

• Language development (talking and listening help build strong neural pathways).
• Emotional security (consistent, responsive interactions build trust).
• Cognitive skills (problem-solving and critical thinking develop through engaged conversations).

What this means for educators:

• Talk with children, not just to them—even infants benefit from conversations.
• Acknowledge and respond to children’s cues—eye contact, gestures, or words all count.
• Create environments that encourage interaction—group discussions, storytelling, and open-ended questions all support brain development.

2. Toxic Stress Can Disrupt Learning

Another major takeaway from Shonkoff’s work is the impact of toxic stress on young children. Some stress can be healthy, like frustration when learning a new skill. However, prolonged, severe stress—such as neglect, abuse, or chronic instability—can disrupt brain development.

Shonkoff’s research shows that high stress levels in early childhood can make it harder for children to regulate emotions. It also makes it difficult for them to pay attention. Additionally, engaging in learning becomes more challenging. Stress hormones flood the brain, weakening the connections needed for higher-order thinking.

What this means for us, as early childhood educators?

• We need to recognise the signs of stress in young children—withdrawal, difficulty focusing, or heightened emotions.
• We build a calm, predictable environment—consistency helps children feel safe.
• We have to support self-regulation—teaching breathing techniques, offering sensory experiences, and modelling emotional responses can help.
• We need to be a stable, positive presence—strong relationships with educators can buffer the effects of stress.

3. Science Should Shape Early Childhood Policies

Beyond the classroom, Shonkoff’s work has influenced early childhood policies and funding. His research has led to many things since it was first published 25 years ago.

• Governments increased investment in high-quality early learning programs.
• We see a greater focus on early intervention for at-risk children.
• Around the world, we provide more training for educators on trauma-informed care and emotional development.

For early childhood educators, this is a reminder that our work is backed by science. What we do every day—engaging with children, providing stability, and fostering learning—has a lifelong impact.

Why do I think it is an important research?

Shonkoff’s research reinforces what early childhood educators already know: the first five years matter. His work gives us the science to support what we see in practice. Strong relationships set children up for lifelong success. Responsive interactions also contribute. Reducing stress is crucial too. Set children up for lifelong success.

You may be in a classroom, mentoring educators, or shaping policy. It is important to understand the research behind what we do. This understanding helps us advocate for high-quality early childhood education. Such education truly makes a difference.

In my next article, I will share some practical strategies. These strategies are based on Shonkoff’s research. You can use them in your early childhood setting. Stay tuned!

To learn more:

https://developingchild.harvard.edu/founding-director