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Critical Periods
 An interview with Donald Bailey, Ph.D., coauthor of Critical Thinking About Critical Periods. From the March 2001 Early Childhood newsletter.Q: Why is the idea of critical periods considered controversial? A: The only controversial aspect of the idea of critical periods is whether the strict biological definition of critical periods is applicable to early childhood experiences. Originally the term "critical period" was used to describe a fixed period of time in development when certain experiences had to occur in order for development to proceed normally. If the right experiences did not happen during that prescribed time frame, critical aspects of development might be permanently hampered. The use of the term critical period to describe the early childhood years (and thus to justify better child care or intervention programs) has proved controversial to some because of the considerable research that shows the incredible human resilience and life-long capacity to learn. While there may be critical periods for certain specific skills and biological processes such as the development of vision, we are on safer ground if we argue for improved quality in child care and a greater commitment to early intervention on the basis of proven behavioral research showing the benefits of such experiences. We don't need to rely on the critical periods concept or brain research to make this argument in a powerful way. Q: What is the difference between the terms "critical" and "sensitive" when used to describe growth and development? A: If you read the literature, often these words are used interchangeably, and there is no one authoritative source. To me, the term critical period refers to a time during which certain experiences absolutely must occur if development is to proceed normally. Sensitive period refers to a time when the child is especially receptive to certain kinds of environmental experiences and it is the ideal time to provide them, but the parameters for when they must be provided are broader. Q: What is meant by the term "window of opportunity," and what are its implications for early childhood development? A: Just as with critical and sensitive periods, there is no one agreed-upon definition for window of opportunity. If you think of these words along a continuum, critical period is the strictest in its meaning. Window of opportunity is probably the loosest. To me, a window of opportunity refers to a time when certain experiences ought to be provided for any child so that learning and development can proceed as they should. This is not very different from the notion of sensitive period, although the term sensitive period still implies a time boundary within which experience is important. Current thinking about windows of opportunity suggests that once a window is open, it can remain open for a long time. Q: What's your best advice to parents and professionals who are trying to make sense of the brain research reported in the media? A: Parents and professionals alike are fascinated by the brain research reported in the media. We all struggle to make sense of the developing child and his or her needs, and for some, linking what we do to brain development and brain research is important. I am confident that in the next 20 years, we will learn much more about how the brain works, how learning occurs, and what types of environments and experiences best help children grow and learn. But we should not do this to make better brains; instead, we should focus on promoting healthy development. We have ample behavioral research from fields such as education, psychology, nursing, and public health that provides us with excellent guidelines for what to do with children. The critical periods concept helps to remind us that children need to be taught when they are developmentally ready for certain experiences. We need to be aware of each child's development and sensitive to the child's needs for new experiences that are moderately challenging (and interesting as well!). As a society, we also need to recognize that many children do not have access to high quality early childhood experiences, and we need to make a public commitment to making this a reality for every child.
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