Presentation by Dr Jan Macvarish, entitled The Uses and Abuses of Biology: Neuroscience, Parenting and British Family Policy, given to the conference of the same name on Friday 28 March 2014, Birkbeck, London University. The conference was organised by the Centre for Parenting Culture Studies, the University of Kent.

1. Biologising parenting: Neuroscience discourse and
British family policy
Ellie Lee and Jan Macvarish, University of Kent and Pam Lowe, Aston University
Funded by the Faraday Institute’s ‘Uses and Abuses of Biology’ programme

2. background

3. Neuroscience can now explain why early conditions are so
crucial: effectively, our brains are largely formed by what we
experience in early life…scientific discoveries suggest it is
nurture rather than nature that plays the lead role in creating
the human personality…It has been said that ‘the greatest gift
for a baby is maternal responsiveness’. The more positive
stimuli a baby is given, the more brain cells and synapses it will
be able to develop.
‘Early Intervention: Good Parents, Great Kids, Better Citizens’ Graham Allen MP and Iain
Duncan Smith MP

8. The early years of life are a crucial period of change; alongside
adolescence this is a key moment for brain development. As our
understanding of the science of development improves, it
becomes clearer and clearer how the events that happen to
children and babies lead to structural changes that have life-
long ramifications. Science is helping us to understand how
love and nurture by caring adults is hard wired into the
brains of children.
Sally Davies, Chief Medical Officer, foreword to ‘The 1001 Critical Days: The Importance of the
Conception to Age Two Period

9. ‘structural changes that have life-long ramifications’

10. ‘hard wired into the brains of children’

11. ‘cycle of harm is perpetuated’

12. methods

13. key conclusions

14. 1. Brain claims enter a policy context which is
already convinced that something must be
done about parents.

15. From 1997 - ‘parenting’ occurred 1566 times
(brain occurred 396 times)
2003 - first direct reference to the brain - ‘Birth
to Three Matters’

16. ‘Parenting’ is discussed directly as a problem
Parenting support; Parenting order; Parenting
intervention; Parenting issues; Parenting
programmes; Parenting intervention.

17. ‘Parenting’ is talked of as a skill
Parenting style; Parenting skills; Parenting
competencies; Parenting strategy; Parenting
capacity; Parenting objectives.

18. ‘Parenting’ should happen in partnership with experts
Parenting education; Parenting facilitators;
Parenting classes; Parenting Institute; The
Science of Parenting; Parenting guides.

19. ‘early intervention is a cause in search of an argument’

21. 2. Although challenged elsewhere as lacking
scientific foundation, the same brain claims
are imported and repeated in the British
context.

22. ‘neuroscientism, not neuroscience’

23. unique period of brain growth

24. By the age of 3, the young child has around
twice the number of neurons of an adult –
making the early years critical for the
development of the brain, language, social,
emotional and motor skills.
2010 ‘Healthy Lives, Healthy People’, p18. No source cited for the claim.

25. Children’s brains develop faster in the first two
years than at any other stage and they learn
more quickly.
2007 ‘Children's Plan 0-7 Expert Group Report’, p10. No source cited for claim.

26. ‘a critical period’

27. Recent research in neuroscience also shows that
the first three years of a child’s life are critical
in terms of the development of the brain’s
capacity to learn both cognitive and social and
emotional skills…
2007 ‘Policy Review of Children and Young People’
Source cited for claim: ‘The importance of caregiver-child interactions for
the survival and healthy development of young children – A review’, World
Health Organization, 2004

28. ‘stimulating environments’

29. Many parents are doing a brilliant job, but in some
homes the child is strapped in a pushchair and
pointed at a blank wall during those precious,
irreplaceable first two or three years. It is a
wasted opportunity, for which they and we pay
the price over successive years.
2008 ‘Early Intervention’, First Edition, p111. No source cited for the claim.

30. 3. Brain claims serve a rhetorical and
metaphorical function, opening up the
parent-child relationship to earlier and more
intimate interventions.

31. Pregnancy, birth and the first 24 months can be tough for
every mother and father, and some parents may find it hard
to provide the care and attention their baby needs. But it
can also be a chance to affect great change, as pregnancy
and the birth of a baby is a critical ‘window of opportunity’
when parents are especially receptive to offers of advice
and support.
2013 ‘The 1001 Critical Days’ p5.

32. 4. They intensify the demands on parents by
threatening lifelong consequences and
reinterpret the ordinary practices of loving
families as meaningful only for brain
development.

34. Evidence on neurological development shows how babies build
connections in their brain which enable the development of speech
and language, self-confidence and good relationships with other
children and adults…It is imperative that children’s healthy
development in their first years of life is supported…Parents are
informed about the importance of talking to their child and
following the child’s lead in their physical play whilst developing
the parents’ understanding of brain development.
2011 ‘The Early Years: Foundations for life, health and learning’, p21. No source cited for claim.

35. The development of a baby’s brain is affected by the
attachment to their parents and analysis of neglected
children’s brains has shown that their brain growth is
significantly reduced. Where babies are often left to cry,
their cortisol levels are increased and this can lead to a
permanent increase in stress hormones later in life, which
can impact on mental health. Supporting parents during
this difficult transition period is crucial to improving
outcomes for young children.
2010 ‘The Foundation Years’, p41. Source cited for claims, Perry, B. (2002) Childhood experience and the expression of genetic
potential: what childhood neglect tells us about nature and nurture. Brain and Mind 3: 79–100.

36. 5. Brain claims emphasise emotions, not IQ, as
fundamentally determinate of future health,
wealth and happiness, thereby placing the
emotions of new mothers under considerable
pressure and scrutiny.

37. The CHPP [Child Health Promotion Programme] needs to reflect new evidence that has
emerged about neurological development and the importance of forming a strong
child–parent attachment in the first years of life. It should also incorporate the
information that we have about the adverse effect that maternal anxiety and
depression in pregnancy can have on child development. A child’s brain develops
rapidly in the first two years of life, and is influenced by the emotional and physical
environment as well as by genetic factors. Early interactions directly affect the way
the brain is wired, and early relationships set the ‘thermostat’ for later control of
the stress response. This all underlines the significance of pregnancy and the first
years of life, and the need for mothers and fathers to be supported during this
time.
2008 ‘Child Health Promotion Programme: Pregnancy and the First Five Years of Life’, p9. No source cited for claim.

38. A child’s experience and environment – both in the womb and in early life – lay the
foundation for life. Mothers and fathers are the most important influences on a
child’s well-being and development. Loving, caring and secure parenting, as well as
good nutrition and protection from toxic substances such as tobacco, are essential
for a child’s growth, well-being and development. These factors have a direct and
lasting impact on a child’s physical development (particularly neurological
development) and on his or her future health, learning and behaviour (see Part 2).
In recent years, advances in neuroscience have increased our understanding of the
links between early brain development and later life outcomes, and have shown
the importance of providing very young children with consistent, positive and
loving care.
2011 ‘Preparation for birth and beyond: A resource pack’. Section 2/4/29. No source cited for claim.

39. ‘parental determinism’

40. 6. Continuity and change in official concerns

41. ‘old wine in new bottles?’

42. what is new?

43. • intensified focus on intimate interactions
between the parent and child

44. • a dramatized focus on maternal mood and
emotion

45. • an expanded concern with the practices of a
larger proportion of the parenting population

46. biologised parenting?

48. Further information about the project and its findings can be
found at:
http://blogs.kent.ac.uk/parentingculturestudies/research-
themes/early-intervention/current-projects/
Project findings are also discussed in more detail in the book
Parenting Culture Studies (Palgrave 2014):
http://www.palgrave.com/products/title.aspx?pid=656367
Further information about the ‘Uses and Abuses of Biology’
research programme can be found at:
http://faraday.st-edmunds.cam.ac.uk/uab/