Researcher John Iversen explains how music can play a powerful role in shaping a child’s developing brain. He shares his work studying children involved in school music programs and shows that music does much more than help kids perform songs. When children learn rhythm, practice an instrument, or participate in ensemble activities, their brains become more organized in ways that support attention, learning, and self-control.

Iversen describes how the brain responds to musical training by strengthening important pathways related to listening, processing sound, and focusing. These are the same skills children use for reading, language, and success in the classroom. He also highlights that even small amounts of consistent musical experience can make a positive difference. The changes are not simply about talent—they are about how the brain grows when it is challenged and engaged.

Overall, the talk encourages parents, teachers, and communities to view music as an essential part of child development rather than an optional extra. Music helps build core abilities that support learning in many areas of life. Iversen’s message is simple: when we give children access to music, we are helping their brains grow in healthy, meaningful ways.

If you want to watch more, click here!

Erin Mulroy

UConn KIDS Research Assistant

This article explains how too much screen time can affect a child’s development, especially in areas like learning, language, and social-emotional growth. Sudheer Kumar Muppala et al. point out that screens aren’t automatically harmful—some educational apps and videos can help with early learning—but problems appear when children spend long periods on screens without adult guidance. The research shows that heavy screen use, especially when kids switch rapidly between apps or devices, can make it harder for them to focus, remember information, and perform well in school later on.

The article also talks about language development. Young children learn to talk by interacting with adults, mostly by listening, copying sounds, and having back-and-forth conversations. When screen time takes the place of those real-life interactions, language skills may develop more slowly. It’s not just the amount of screen time that matters, but the quality of it. Watching with a parent, talking about what’s on the screen, or using truly educational content can make screen time less harmful and sometimes even helpful.

Additionally, the article describes how excessive screen use can affect social and emotional growth. Kids who spend a lot of time on screens, especially when screens are in their bedrooms or used right before bed, are more likely to have sleep problems, emotional issues like anxiety or lower empathy, behavior challenges, or higher risk for obesity. Screens can’t replace the social learning kids get from playing with peers, reading facial expressions, or talking with caregivers. Because of this, the authors suggest simple strategies like setting clear limits on screen time, removing screens from bedrooms, choosing high-quality content, and modeling healthy screen habits as adults.

Overall, the message is that screens are part of modern life, but they should be used thoughtfully. With reasonable limits, caregiver involvement, and plenty of real-world play and conversation, children can enjoy technology without it getting in the way of their healthy development.

If you want to read more, click here!

Erin Mulroy

UConn KIDS Research Assistant

 

 

In this talk, Dr. Michalska explores how children who struggle with aggressive behaviors, often diagnosed with what psychologists call Conduct Disorder, differ in the way their brains process empathy and emotional pain in others. She explains how children who repeatedly break rules, hurt others, or show little remorse can have variations in brain regions tied to feeling other people’s pain and understanding social cues. By using neuroimaging research, she shows that these kids often have dampened responses in areas like the insula (which helps us feel what others are feeling) when they witness someone else being harmed. Because of this diminished “emotional mirror,” it becomes harder for them to connect their behavior to how others feel, which in turn can make harmful behavior more likely. Understanding this brain-based perspective doesn’t excuse the behavior, but it helps explain why it happens and opens the door to more empathetic, targeted interventions that help children build stronger emotional-social skills, rather than simply punishing them.

To watch this Ted Talk, click here!

Erin Mulroy 

UConn KIDS Research Assistant 

The article from the University of Chicago Press focuses on how the everyday interactions between parents and children shape a child’s overall development. It explains that a child’s growth depends not only on what they learn in school, but also on the warmth, attention, and support they receive from their parents. When a parent comforts their child, praises their effort, or simply spends time talking and playing with them, it helps the child develop a positive sense of self. The child begins to see themselves as capable and valued, which builds what psychologists call “noncognitive skills”—things like confidence, motivation, self-control, and perseverance. These skills are just as important as traditional academic abilities because they influence how children approach challenges and how well they learn later in life.

The article also discusses how differences in these early interactions can explain why some children seem to thrive more than others. For example, families with more resources or time may be able to provide more supportive environments, while others may struggle due to stress or limited access to help. This means that inequalities in child outcomes may begin long before school starts. The author suggests that helping parents—through parenting support, education, or early-childhood programs—could make a big difference in narrowing these developmental gaps. Overall, the article emphasizes that a child’s early relationships are not just about love or bonding; they are the foundation for learning, behavior, and lifelong success.

To read more about this, click here!

Erin Mulroy

UConn KIDS Research Assistant

Maria Riegger discusses how parents and caregivers can help teenagers build healthy boundaries. Rather than focusing only on rules and restrictions, the idea is to guide teens in practising self-control, understanding their limits, and respectfully interacting with others. It emphasizes that when teens are taught boundaries in a safe environment where they can try things out, make mistakes, and learn; they often respond with less resistance and feel more empowered.

The talk also highlights the shift from “adult does everything for the teen” to “adult supports the teen in doing things for themselves.” This means parents gradually step back and let the teenager take more responsibility for choosing how to act, while still offering support and guidance. When teens feel they are part of the process, rather than simply being told what to do, they are more likely to engage and follow through.

The overall message is helping teens form strong boundaries is not about controlling them, but about giving them tools to understand themselves, make wise choices, and feel secure in their growing independence.

 

To watch this Ted Talk, click here!

Erin Mulroy

UConn KIDS Research Assistant

Martyn Richards talks about how adults can better connect with teenagers. He explains that being a teenager is a time of big changes in the brain, emotions, and identity. Many adults see teens as difficult or rebellious, but Richards reminds us that most of the time, they are just trying to understand who they are and how they fit into the world.

He shares that one of the best things adults can do is to really listen. Instead of jumping in to fix problems or give advice, we should try to understand what teens are feeling and saying. Listening helps them feel heard and respected. Richards also suggests that adults share power with teens when possible. This means working with them, asking for their opinions, and making decisions together instead of always telling them what to do.

Additionally, Richards talks about the importance of staying connected even when there is conflict. Arguments and mistakes will happen, but those moments can still help build stronger relationships if adults stay calm and open. His main message is that when we treat teens as partners instead of problems, we can build trust and help them grow into confident, thoughtful adults.

In her TED Talk, Austėja Landsbergienė encourages parents and caregivers to focus less on perfection and more on meaningful connection. She explains that modern parenting often revolves around high expectations–wanting children to achieve, behave, and succeed according to adult standards. However, these expectations can create unnecessary stress for both parents and children, causing kids to feel pressured rather than supported.

Landsbergienė suggests that what children truly need are positive memories, like moments of kindness, presence, and genuine attention. Instead of worrying about how well a child performs, she urges parents to think about how their children will remember them years later. By being patient, playful, and emotionally available, adults can create a nurturing environment that builds confidence and emotional health. Her message is simple yet powerful: children grow best not under pressure, but through love, connection, and shared experiences.

Developmental psychologist Stella Lourenco invites us to see babies not as blank slates, but as little thinkers: even before they can talk, babies are actively reasoning about the world. She shows how scientists use clever, nonverbal experiments to uncover what’s going on in babies’ minds — how they perceive objects, quantities, space, and even social relationships.

One example: infants as young as 10 months can make transitive inferences about dominance (if A dominates B, and B dominates C, then A should dominate C) — something once thought to emerge much later. Lourenco argues this reveals that babies are not just absorbing facts, but forming predictions, ruling out possibilities, and trying to make sense of cause and effect in their social world.

Ultimately, the talk reminds us that babies are deeply curious, reasoning creatures — and that understanding their hidden thought processes can help us appreciate how thinking and knowledge emerge from our earliest days.

This study tested whether teaching parents specific ways to play, talk, and interact with their children could improve early development and behavior. The program they used, called the Care for Child Development guideline, was offered through group sessions to pregnant mothers in Iran and followed their children for the first 18 months of life. The idea was to give parents practical tools—like looking into the baby’s eyes, responding to sounds, using toys, playing peek-a-boo, and naming objects—so they could support their child’s learning and emotional growth from birth onward.

When the researchers compared children whose parents received the training to those who did not, they found only small differences. Specifically, children in the program showed slightly better scores in cognitive development (thinking and learning) and a small reduction in anxiety or depression-related behaviors. However, there were no significant improvements in other areas like language, motor skills, or most behavioral problems. One possible reason is that many children in the study were already developing well, so there was less room to see noticeable changes. Another factor was the limited number of training sessions, especially because the COVID-19 pandemic disrupted participation.

Even though the effects were modest, the study is important because it shows that group-based parenting programs are possible in resource-limited settings and may provide some benefits at relatively low cost. The researchers conclude that while the program didn’t dramatically change development outcomes, it still highlights the value of supporting parents with guidance and practical activities. With more sessions, larger studies, and broader involvement (such as including fathers), these interventions might play a bigger role in helping young children thrive, especially in communities with fewer resources.

 

If you want to read more, click here! 

Erin Mulroy  

UConn KIDS Research Assistant