TY - JOUR PY - 2002// TI - Are critical periods critical for early childhood education?: The role of timing in early childhood pedagogy JO - Early childhood research quarterly A1 - Bailey, Donald B. SP - 281 EP - 294 VL - 17 IS - 3 N2 - Use of the term "critical period" 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.

LA - SN - 0885-2006 UR - http://dx.doi.org/10.1016/S0885-2006(02)00165-5 ID - ref1 ER -