Abstract
This paper critiques the links between recent reports on the impact of early experience on the developing brain and proposed policies and interventions for young children. Using the “Mozart effect” as a contemporary example, as well as several examples from history, the case is made that brain research is being misappropriated to the service of misguided, “quick fix” solutions to more complicated, systemic issues. The paper concludes with a brief summary of research that, by contrast, illustrates the substantive contribution of high quality, intensive, multidomain interventions to early cognitive and social development.
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