ABSTRACT
Over the course of the twentieth century one can see, in many parts of the world, a growing interest in children and childhood. Researchers in many countries have conducted studies about children’s growing cognitive capabilities and their socio-emotional and moral development. In part because of these studies, there is a widespread view that children’s first years of life are fundamental for healthy development, across the life course, of humans’ biological, psychological, emotional, and social potential. When early problems are found, appropriate care and education can help to overcome or minimize problems of development (OECD, Organization for Economic Co-operation and Development, 2001; Shonkoff & Phillips, 2000; Simpson, Jivanjee, Koroloff, Doerfler, & García, 2001). Intervention studies also indicate that this period constitutes a powerful opportunity to ameliorate children’s development, lessen cognitive and socio-emotional problems, and stop early problems from becoming more serious (Campbell & Ramey, 1994; Guralnick, 1997; Kellam & Rebok, 1992; Lopez, Tarullo, Forness, & Boyce, 2000; Ramey & Ramey, 1998; Raver, 2002; Williford & Shelton, 2008).
