Recent findings in the fields of neuroscience and psychology have given us new insights into the developmental needs of children and have in many cases validated traditional care-giving practices known for centuries through intuition and observation. In particular,they underscore the vital importance of certain early experiences for the child's psycho-social and emotional development. Combined with new theories of learning and a deeper understanding of the intelligence of the emotions, the implications for child-rearing and educational practices are immense.

Worldwide, we are witnessing the increasing fragility of the structures that provide the security, the continuity, and the boundaries through which a child gains trust in the world. Children are threatened not only by natural disaster, war, disease, abuse, and neglect, but also by an erosion of the essential support systems, the family and community relationships, that "hold" them. We have much to learn from effective, community-run initiatives, to elucidate what it is that infuses heart and soul into a program and ensures sustainability. These insights become even more critical as the challenges of globalization create a growing tension between local and global cultures.