@article{ref1,
title="Are critical periods critical for early childhood education?: The role of timing in early childhood pedagogy",
journal="Early childhood research quarterly",
year="2002",
author="Bailey, Donald B.",
volume="17",
number="3",
pages="281-294",
abstract="Use of the term &quot;critical period&quot; as an argument justifying initiatives to expand early childhood programs has been challenged in recent years. In this article I review the research on critical periods and conclude that reliance on a critical periods argument is neither warranted nor necessary, since other fully justifiable arguments for early childhood initiatives exist. However, I reframe the question as one of timing of critical experiences necessary for healthy development of all children. I suggest that the importance of timing lies not within a set of age parameters but rather in the match between experiences provided, the child's developmental status, and the child's need or readiness to learn a particular skill or concept.<p />",
language="",
issn="0885-2006",
doi="10.1016/S0885-2006(02)00165-5",
url="http://dx.doi.org/10.1016/S0885-2006(02)00165-5"
}