Environmental contaminants and child development: Developmentally‐informed opportunities and recommendations for integrating and informing child environmental health science

Child environmental health (CEH) science has identified numerous effects of early life exposures to common, ubiquitous environmental toxicants. CEH scientists have documented the costs not only to individual children but also to population‐level health effects of such exposures. Importantly, such risks are unequally distributed in the population, with historically marginalized communities and the children living in these communities receiving the most damaging exposures. Developmental science offers a lens and set of methodologies to identify nuanced biological and behavioral processes that drive child development across physical, cognitive, and socioemotional domains. Developmental scientists are also experts in considering the multiple, hierarchically‐layered contexts that shape development alongside toxicant exposure. Such contexts and the individuals acting within them make up an overarching “child serving ecosystem” spanning systems and sectors that serve children directly and indirectly. Articulating how biobehavioral mechanisms and social–ecological contexts unfold from a developmental perspective are needed in order to inform CEH translation and intervention efforts across this child‐serving ecosystem. Developmentalists can also benefit from integrating CEH science findings in their work by considering the role of the physical environment, and environmental toxicants specifically, on child health and development. Building on themes that were laid out by Trentacosta and Mulligan in 2020, this commentary presents recommendations for connecting developmental and CEH science and for translating such work so that it can be used to promote child development in an equitable manner across this child‐serving ecosystem. These opportunities include (1) Using Developmentally‐Informed Conceptual Models; (2) Applying Creative, Sophisticated, and Rigorous Methods; (3) Integrating Developmentally‐Sensitive Intervention Considerations; and (4) Establishing Interdisciplinary Collaborations and Cross‐Sector Partnerships.