Building blocks of cognition: The co-development of brain function and cognition across the first 5 years of life

Early childhood is a dynamic and fast-changing period of life during which key skills and abilities develop, setting children up for later success or difficulties. By the time children start school, difficulties in academic and socio-emotional functioning are already relatively stable, and tend to persist into adulthood. Three specific early-developing domains are vital: Cognitive speed, language and executive functions. In the BLOCCS study (Bristol Longitudinal study Of Childhood Cognition from infancy to School), we will investigate the development of these core ‘cognitive building blocks’ and their interplay with brain structure and function from infancy to the first year of school. Previous research has typically been cross-sectional or piecemeal (investigating only individual domains), precluding us from understanding the full developmental trajectories and interactions of these key skills and their neural substrates across early childhood. We will leverage a fully longitudinal design in a sample of 300 children who are part of an ongoing multigenerational cohort study (ALSPAC). No prior longitudinal study exists that provides this level of insight into early childhood cognitive and brain development. The resulting rich knowledge of pathways leading to key outcomes at school entry, will inform the development of intervention efforts targeted at the preschool period.