Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23973
Title: 
Other Titles: 
Will the future BE positive? Early life experience as a signal to the developing brain pre school entry [Published]
Authors: 
Keywords: 
Brain
Infancy
Preschool
Caregiving
Language
Issue Date: 
2019
Citation: 
Rifkin-Graboi, A., Khng, K. H., Cheung, P., Tsotsi, S., Sun, H., Kwok, F., Yu, Y., Xie, H., Yang, Y., Chen, M., Ng, C. C., Hu, P. L., & Tan, N. C. (2019). Will the future BE positive? Early life experience as a signal to the developing brain pre school entry. Learning: Research and Practice, 5(2), 99-125. https://doi.org/10.1080/23735082.2019.1674907
Journal: 
Learning: Research and Practice
Abstract: 
We suggest that prior to school entry, our earliest “teachers” and “learning settings” —that is, our parents, caregivers, and homes—provide signals about our environmental conditions. In turn, our brains may interpret this information as cues indicating the types of environments we will likely face and adapt accordingly. We discuss ways in which two such early-life cues—bilingual exposure and sensitive caregiving quality, influence “domain general” neurocircuitry and associated functioning (e.g., temperament and emotional reactivity, emotion regulation, relational memory, exploratory play, and executive functioning), as well as pre-academic outcomes. We conclude by discussing the need for early upstream intervention programmes, as well as the need for additional research including our upcoming “BE POSITIVE” study, designed to help bridge the gap between the community, home, and school environments.
URI: 
ISSN: 
2373-5082 (print)
2373-5090 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
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