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![Page 1: By J. Fraser Mustard Founding President, CIAR Adelaide Thinker in Residence November 14, 2006 CANADA – Early Child Development and Parenting Centres DECS.](https://reader035.fdocuments.us/reader035/viewer/2022062518/56649c9a5503460f949584a9/html5/thumbnails/1.jpg)
By J. Fraser MustardFounding President, CIAR
Adelaide Thinker in Residence
November 14, 2006
CANADA – Early Child Development and Parenting Centres
DECS Corporate Executive Team/District Directors
Adelaide, South Australia
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03-080
Health Learning Behaviour
Experience-Based Brain Development in the early years of life sets neurological and biological pathways that affect
throughout life:
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03-131
NEUROSCIENCE
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SIGNAL-SENDING NEURON
RECIPIENT NEURON
Synapse
Dendrite
Axon
Two Neurons04-039
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Neal Halfon
04-212
SoundVisionSmell
TouchProprioceptionTaste
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SENSING PATHWAYS
04-042
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03-012
Synaptic Density
Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.
At Birth 6 Years Old 14 Years Old
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0 1 4 8 12 16
AGE
Human Brain Development – Synapse Formation
SensingPathways
(vision, hearing)
LanguageHigherCognitive Function
3 6 9-3-6
Months Years
C. Nelson, in From Neurons to Neighborhoods, 2000.
Con
cep t
i on
01-003
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EmotionalStimulus
PIT
Cortisol CortisolCRF
ACTH
Amygdala Hippocampus
AdrenalCortex
HypothalamusPVN
+ + - -
LeDoux, Synaptic Self
03-002
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Limbic HPA Pathway - Stress
Cortisol – Over Production
Behaviour, depression, diabetes, malnutrition, cardiovascular disease, memory, immune system, drug and alcohol addiction
Cortisol – Under Production
Chronic fatigue syndrome, fibromyalgia, immune system (autoimmune disorders) rheumatoid arthritis, allergies, asthma
05-212
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The Myth of the Bell Curve
Genetics
Nature versus nurture
Genotype
Phenotype - Epigenetics
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04-144
Epigenetics and Brain Plasticity
Experience and methylation of DNA
Imprints environmental experiences on the fixed genome
Maternal behaviour affects DNA methylation
Can be transmitted to offspring
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Epigenetics
According to Dr. Szyf, epigenetic modifications in response to maternal care occur early after birth – critical period. The effects are stable and persist into adulthood.
The Economist, p. 89, Sept 23, 2006
06-105
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03-089
Serotonin Transporter GeneExperience in Early Life - Depression
Age 26
No Abuse Moderate Abuse Severe Abuse
.30
.50
.70
A. Caspi, Science, 18 July 2003, Vol 301.
Depression Risk
LL
SS
SL
S = Short Allele L = Long Allele
Early Childhood
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Summary of Brain Development
Environment gene interaction
Critical and sensitive periods in utero, infancy, and young children
06-127
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Health Myths
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01-010
"Follow up through life of successive
samples of birth has pointed to the
crucial influence of early life on
subsequent mental and physical health
and development."
Acheson, Donald -
,1998
Independent Inquiry into
Inequalities in Health
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MythsBehaviour
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Antisocial
Attention-Deficit Hyperactivity Disorder(ADHD)
Autism
Depression
06-085
Early Development and Behaviour
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01-012
Significant correlation with registered
criminality (teenage) appeared for language
development at 6, 18, and 24 months
Early Learning and Criminal Behaviour
Stattin, H. et al -
102; 369, 1993
Journal of Abnormal
Psychology
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02-011
Martin TeicherScientific American, 2002
“The aftermath … [of poor early child development] can appear as depression,anxiety, suicidal thoughts or post-traumatic stress – or as aggression,impulsiveness, delinquency, hyper-activity or substance abuse.”
Behaviour
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Language & Literacy Myths
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Early Child Development and Language
Starts early – first 12 months
Sets capability for mastering multiple languages
Sets literacy and language trajectory
04-200
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Level 3
Considered minimum for coping with the demands of every day life and work in a complex advanced society.
OECD, 2000
06-106
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02-061
Document Literacy1994 – 1998, Ages 16 to 65
Level 1 and 2 Level 4 and 5SwedenCanadaAustraliaUnited StatesChile
23%42%43%48%85%
34.0%23.0%17.0%18.0% 3.0%
Mexico 84% 1.7%OECD
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Socioeconomic Gradients for Document Literacy Scores
OECD, 2000
06-114
Mean Scores
Parents’ Education (years)
3 95 7 151311 19170
270
230
190
350
310
U.S.
Canada
Australia
Sweden
Finland
Intern’l Mean
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00-042
SocioculturalGradients forLanguageScoresBy Country
Cuba
ArgentinaBrazil
Colombia
Chile
Parents' Education (Years)
1 4 8 12 16200
240
280
320
360
Lang
uage
Sco
re
Mexico
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Abecedarian Study – Reading
Age 8 Age 12 Age 15 Age 21
Age at Testing
0
1.2
0.8
0.4
Effect Size PrimaryGrades
Preschool Preschool &Primary Grades
04-153
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0
10
20
30
40
50
60
70
80
90
1971 1990 2004
Trends in Percentages of Reading Performance Levels at Age 17 (1971-2004)
%
Level 250 + Level 300 + Level 350
NAEP 2004 Trends in Academic Progress
05-165
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Success by TenEarly Child Development
Intervene early
Intervene often
Intervene effectively
06-001
Ludwig and Sawhill, Brookings Institution
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99-103
ONTARIO
What we envision will be a first "tier" program forearly child development, as important as the
elementary and secondary school system and thepost-secondary education system. The system
should consist of community-based centresoperating at the local level within a provincial
framework.
Reversing the Real Brain Drain: Early Years StudyGovernment of Ontario
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99-004
- 0 1 2 3 4 5 6
parent-oriented
child-oriented
ECD and Experience-Based Brain Development
ageComponents of Early Childhood Development and Parenting Centres:
Universal – available, accessible, affordable and optional Parental and non-parental careParent- and child-orientedQuality early child development environments
Responsive relationships and parent involvement
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00-098
CANADAECD Programs Should be
[First Ministers, September 11, 2000]
IntersectoralIntegratedSupportive of the child within family and communityInclude children of different abilitiesChildren in different SES, cultural, and linguistic circumstances
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00-134
CANADA - 2000Recommendations
a. Matching government grants for resource mobilization from all sectors of community - private, public, foundations (including parental fees) b. Tax credit for private sector initiatives to create ECD and parenting centres for employees and community c. Tax credit for pensioners to work in ECD centres
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00-135
CANADA – 2000Recommendations
d. Extend parental leave & benefits to 1 year
for all new parents
e. Child tax credit
f. Affordable to ALL families
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00-136
CANADA - 2000Recommendations
To mobilize communities and build capacity,
government funding must be incremental,
predictable and sustained over the long term.
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CANADA
$5 Billion additional for Early Child Development – Year 2000
Another $2 Billion in 2002
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QUAD versus Day Care
Quality
Universal
Accessible
Developmental
06-128
Government of Canada, 2002
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Canada – New Government
Harper cancelled funding - 2006.
Mothers better than day care
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OUTCOMEMEASURES
03-116
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03-085Early Development Instrument (EDI)
Physical health and well-being
Communication skills and general knowledge
Social knowledge and competence
Emotional health/maturity
Language and cognitive development
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Percentage of Children in Kindergarten Scoringin Bottom 10% by District - Vancouver
EDI, February 2000
02-065
15%
8.5%
21.5%
27.5%
34.5%
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EDI Results – Vancouver Districts
District Income EDI Results $ % scoring in bottom 10%
1 12,000-24,000 34.5
2 24,000-37,000 27.5
3 37,000-49,000 21.5
4 49,000-62,000 15.0
5 62,000-74,000 8.5
06-030
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Vancouver Grade 4 and Grade 7 Tests
Proportion of children failing to meet Grade 4 and Grade 7 test standards correlates strongly with proportion of children vulnerable on the EDI index at time of school entry.
05-113
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Measuring Readiness for School Learning
Percentage of students who scored in the lowest 10th
percentile in 2 or more domains
Over 25%
04-053
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Measuring Readiness for School Learning
Fewer than 10%
Percentage of students who scored in the lowest 10th
percentile in 2 or more domains
04-055
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Grade 6 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Over 70%
04-069
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Grade 6 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Fewer than 40%
04-067
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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AEDI - SA
District % Vulnerable on One or More Domains
Cooper Pedy 29.4Leigh Creek 42.1Port Augusta 43.1Roxby Downs 15.6Whyalla 27.4
AEDI S.Australia
06-122
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Toronto First Duty
Establishing ECD-P Centres in five primary schools.
Participants Toronto School Board Municipal Government Toronto Public Health Atkinson Foundation United Auto Workers Founders’ Network
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Toronto First Duty Objective
In 2002, five school-community partnerships became Toronto First Duty sites. They undertook to bring together the three early childhood streams of kindergarten, child care and family supports into a seamless service.
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Toronto First Duty Goal
The goal of Toronto First Duty is to develop a universally accessible service that promotes the healthy development of children from conception through kindergarten, while at the same time supporting parents to work or study and in their parenting role.
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Toronto First Duty Lessons Learned
Pioneered the integration of kindergarten, child care, family support and parenting
Integration – fair
Bruce School – prototype to further integration progress
Application to Ontario Best Start Program
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First Duty - Issues
Different interpretation continues to dilute program.Separate funding, legislation and governance hampers building an integrated quality program.Staff training and equitable recognition and compensation.Child care regulation and fees.Quality of principals.
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Role of School Principals
Must understand factors influencing brain development and the integration of brain pathways.
Play and problem-based learning integration of this understanding.
Ensuring all staff from ages 0 to 12, understand brain development and human development in the early years.
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Is Toronto First Duty a Success?
Overall the researchers concluded that integrated professional supports improve the quality of early childhood programs and improve outcomes for all parents and children by engaging parents in the school and their child’s early learning and by supporting children’s social, emotional and academic readiness for school.
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Council for Early Child Development
Objective:
To establish ECD and Parenting Centres linked to the school system, supported by all sectors of society, including government, that is universally available to all families with young children.
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Early Child Development & Parenting Centres
Putting Science Into Action In Communities
Problem-basedplay
Parentalparticipation
Resources for
families
Full-day, full-year options
Nutrition
Pre- andpost-natalsupports
Early child development and parenting
centre
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Council for Early Child Development
Chair – Charles Coffey
Vice Chair – Robin Williams
Vice Chair – Jim Grieve
President – Stuart Shanker
401 Richmond St. W., Suite 277Toronto, ON, M5V 3A8Telephone: 416-849-1332
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Breaking MythsUniversity Disciplines and
Neuroscience - Human Development
Health Sciences
Economics & Business
Psychology Education
SocialWork
History & Evolution
Humanities
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www.founders.net
To download this presentation, go to:Slides - Slide Shows
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References1. From Early Child Development to Human Development.
Editor: Mary Eming Young, World Bank, Washington, 2000.2. Synaptic Self: How Our Brains Become Who We Are.
Joseph LeDoux, Viking Penguin, New York, 2003.3. The End of Stress As We Know It. Bruce McEwen, Joseph
Henry Press, Washington, 2002.4. Developmental Health and the Wealth of Nations. Editors:
Daniel P. Keating, Clyde Hertzman, The Guilford Press, New York, 1999.
5. From Neurons to Neighborhoods. The Science of Early Child Development. Editors: Jack P. Shonkoff and Deborah A. Phillips, National Academy Press, Washington, 2000.
6. Early Years Study, Final Report Reversing the Real Brain Drain. Hon. Margaret Norrie McCain and J. Fraser Mustard, Publications Ontario, Toronto,1999.
References
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7. Vulnerable Children. Editor: J. Douglas Willms, University of Alberta Press, Edmonton, 2002.
8. Readiness to Learn at School. Magdalena Janus and Dan Offord, In: Isuma (Canadian Journal of Policy Research) Vol. 1, No. 2, 2000.
9. Why are some people healthy and others not? Editors: Robert G. Evans et al, Aldine De Gruyter, New York, 1994.
10. The Early Years Study Three Years Later. Hon. Margaret Norrie McCain and J. Fraser Mustard, The Founders’ Network, 2002.
11. Choice for parents, the best start for children: a ten year strategy for childcare. Dept. for Education and Skills, HM Treasury. www.hm-treasury.gov.uk. 2004.
12. Behaviour (Affect), Literacy, and Early Child Development. J. Fraser Mustard. Paper prepared for the 5th International Encounter of Early Childhood. Monterrey, Mexico. 2005.
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13. Early Child Development and Experience-based Brain Development: Implications for the Continuing Experiments in Civilization. J. Fraser Mustard. World Bank. Washington. (in press)
14. What the EDI Is (Not). Hillel Goelman and Clyde Hertzman. 2004. www.earlylearning.ubc.ca
15. The Balance Within. Esther Sternberg. W.H. Freeman. New York. 2000.
16. Healthier Societies: From Analysis to Action. Jody Heymann, Clyde Hertzman, Morris Barer and Robert Evans, Eds. New York: Oxford University Press. 2005.
17. ECD and Experience-based Brain Development: The Scientific Underpinnings of the Importance of Early Child Development in a Globalized World. J. Fraser Mustard. Washington: Brookings Institution. 2006. http://www.brookings.edu/views/papers/200602mustard.htm
18. Success by Ten. Jens Ludwig and Isabel Sawhill. Washington: Brookings Institution. 2006.