Abstract
Despite social work's claim of a bio-psychosocial approach to human behavior and development, the profession fails to incorporate important physiological knowledge into practice, research, and education. This article provides an example of the usefulness of understanding the ontology of early brain development by demonstrating how such knowledge can be integrated into Piaget's theory of cognitive development. We suggest that social work's focus on evidence-based practice demands the incorporation of neuroscience into the profession's body of knowledge.
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