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The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning Paperback – April 5, 2002
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Howard Gardner Harvard University, author of "Frames of Mind: The Theory of Multiple Intelligences" John Bruer convincingly debunks current hype about brain research and learning. His careful discussion and eminently sensible conclusions should shame those who propose grandiose policies or issue dire warnings on the basis of scanty or ambiguous data.
Steven Pinker Director, Center for Cognitive Neuroscience, MIT, author of "The Language Instinct" and "How the Mind Works" John Bruer offers a voice of sanity, common sense, and genuine expertise to counter the latest fad from the witch doctors of child development. Nothing is more important than understanding the growth of children's minds, and Bruer insightfully reviews the state of the art with admirable clarity, balance, intelligence, and humor. This is an indispensable book for parents, professionals, and anyone else who is interested in the fate of our children.
Judith Rich Harris author of "The Nurture Assumption" A myth is still a myth, whether it has its roots in folklore or neuroscience. In this fascinating book with a very important message, John Bruer traces the myth of "zero to three" to its sources, reveals the flimsiness of its foundations, and shows how the purveyors of the myth, intending to do good instead do harm. Every parent of a young child should read it, rejoice, and relax.
Charles A. Nelson University of Minnesota John Bruer does a masterful job in making accessible what truly is and is not known about early brain development. In light of the current hype of making "superbabies" and building better brains, Bruer's book couldn't be more timely or important.
Jerome Kagan Harvard University, author of "Nature of the Child" John Bruer combines a clear, gracefully written critique of the science cited to support the myth of infant determinism with a depth of wisdom that parents should be able to use every day.
Robert J. Sternberg IBM Professor of Psychology and Education, Yale University This outstanding book is essential reading not only because it tells the truth about what neuroscience currently tells us, but also because it shows how even well-intentioned scholars confuse what they want with what actually is true. A true tour-de-force.
Countering the central tenets of the myth by exposing the research upon which it is supposedly based, Bruer finds, "Apart from eliminating gross neglect, neuroscience cannot currently tell us much about whether we can, let alone how to, influence brain development during the early stage of exuberant synaptic formation." And contrary to the myth, up-to-the-minute research actually informs us of the remarkable plasticity of the brain and its power to continue learning throughout life. Perhaps most insidiously, "the Myth rejects strong genetic determinism in favor of early neural-environmental determinism.... The argument is but one rhetorical move away from an early-environmental version of the Bell Curve."
Less a tool for parents than a fascinating case study for students of political science or public relations, The Myth of the First Three Years slams the policy machine that has hijacked the new neuroscience and redirected it to finance a new wave of entitlements. --Brian J. Williamson --This text refers to an out of print or unavailable edition of this title.
Top Customer Reviews
Dr. Bruer also points out that there may be good reason to believe that the brain remains plastic (changeable) throughout life. That's good news for those who came from less advantaged environments! It's also a relief for parents who for whatever reason could not give their children the good start they would have liked to give.
This book is important to read for two reasons: first, it gives a good example of how science can be misinterpreted or even "created" in order to further a pre-set goal. Second, it sheds some light on a potentially dangerous effort to introduce super-early education programs for all children, disadvantaged or not.
But I am holding back a star because Dr. Bruer fails to qualify his arguments with an important point. Even if the first three years do not of themselves determine the course of life, these are the years when habits are formed and the parent-child relationship is established. In other words, if we handle kids well and spend lots of time with them in years 1-3, we are much more apt to continue to do so in years 4-6, 7-9 etc.Read more ›
The prolix nature of the book is the only complaint I have. I guess this may be expected in a book that does need to devote a good amount of time to discussing the science behind these claims, but it could have been a good 100 pages shorter in my opinion. Scientific texts do not have to be boring. This important book should be on the list of a lot of the movers and shakers, though I suspect it isn't!
But here are three things that I find troubling. 1) The very research studies he tries to debunk in other's findings are the same ones he uses to support his own position. He says you can't use the basic neuroscience to justify the more practical end uses, then he uses basic neuroscience research to support his own position.2) He ignores a huge body of research from studies on attachment, emotional abuse, physical abuse, drug abuse and neglect that supports the critical value of early emotional involvement and the delicate caregiver-to-child process of attunement. This is the underpinnings of emotional intelligence--which may be more important than the standard cognition. 3) He ballyhoos the current trend in schools towards a more brain-based approach, saying that it'll be 25 years before we can apply neuroscience to classroom learning. That's dead wrong. Thousands of educators are already using strategies and programs based on recent research. He apparently doesn't know about them--maybe he does not visit cutting edge schools. As an example, the technology of FastForWord (a software that is treating phonological deficits) is just one of several hearing improvement programs. Other teachers are using research on emotions, stress, memory and the brain's structural constraints to enhance teaching--and scores are going up. Bruer is well-meaning, but not in touch with the cutting edge of learning.
Most Recent Customer Reviews
Most practical and useful point from the book: Most children are programmed by nature to develop optimally if we just put them in natural and normal environment. Read morePublished 14 months ago by Junlei Li
I am a parent of a 2 and 4 year old, and at no time was I exposed to the myth of the first 3 years, nor of the belief that the first 3 years of a child's life have life-long... Read morePublished on July 21, 2012 by Brian Kodi
Falls into the category of:
Things we all thought were true and based personal and government decision making on but were not really true or had none of the supporting... Read more
This book is terrible.It provides an excuse to many parents who pay little or no attention to their young children.The man is not even a doctor! Read morePublished on April 2, 2001 by Nancy Farkas