Early Childhood and Long Term Development:A Systematic Review

Children are already learning at birth, and they develop and trained at a rapid speed in their early years. This gives a rigorous foundation for lifelong progress, and the adults who provide for the care and learning o f children from delivery through age eight bear an enormous dependability for their well-being, development and learning. The equally affecting interaction between a parent or care giver and a child is the guided through which all learning takes place during the first 1000 days. The purpose o f this study is to tackle the problems related to early childhood and long term development and important development practices are described needed to provide for the care and education o f children from delivery through period first 1000 days. By the time a infant is bom, their brain has almost all the neurons it will ever have, and by the age o f two years an enormous numbers o f neuronal associations are made which are later trimmed based on which are most repeatedly used. An optimal environment supports development, while an adverse environment harms both in the short term but importantly also over the longer term development. When we invest wisely in preschool children, the next generation will balance that back through a lifetime o f productivity and responsible citizenship. Children during preschool o f age undergo through rapid growth and development that is greatly influenced by diverse factors. Adequate practices, simulative and safe environment and care need to be ensured for optimum physical, mental, social and cognitive development and to prevent to adverse impacts on short-term survival as well as long-term happiness and development. Children who have a good start in their life will be better adults resulting in a better social, economic, and physical and cognition and they live better for their relations and their societies.