The Scientific Foundations of Early Childhood Development

JACK P. SHONKOFF, M.D.

Julius B. Richmond FAMRI Professor of Child Health and Development

Professor of Pediatrics and Director, Center on the Developing Child

Harvard University

Simpósio Internacional de Desenvolvimento da Primeira Infância São Paulo, Brazil | October 20, 2011

The Foundation of a Successful Society is Built in Early Childhood

Healthy development in the early years provides the building blocks for educational achievement, economic productivity, responsible citizenship, lifelong health, strong communities, and successful parenting of the next generation. Advances in neuroscience, molecular biology, genomics, and the behavioral and social sciences could be leveraged to catalyze innovative policies and practices across sectors to strengthen impacts.

Experiences Build Brain Architecture

Neural Circuits are Wired in a Bottom-Up Sequence

FIRST YEAR

-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Birth (Months) (Years)

Sensory Pathways (Vision, Hearing)

Language Higher Cognitive Function

Source: C.A. Nelson (2000)

Brains and Skills are Shaped by “Serve and Return” Human Interaction

Barriers to Educational Achievement Emerge Before School Begins

36

Language Skills (Median TVIP Score)

Poorest 25%

Richest 25%

50-75%

Child’s Age (Months)

60

90

Source: Schady and Paxton (2005)

80

100

110

42 48 54 60 66 72

70 25-50%

The Ability to Change Brains Decreases Over Time

Source: Levitt (2009)

Birth 10 20 30

Physiological “Effort” Required to Enhance Neural Connections

Normal Brain Plasticity Influenced by Experience

Age (Years)

40 50 60 70

Toxic Stress Derails Healthy Development

Toxic Prolonged activation of stress response systems

in the absence of protective relationships.

Three Levels of Stress Response

Tolerable Serious, temporary stress responses, buffered by supportive relationships.

Positive Brief increases in heart rate,

mild elevations in stress hormone levels.

Source: C.A. Nelson (2008); Marshall, Fox & BEIP (2004).

Extreme Neglect Positive Relationships

Profound Deprivation Affects Brain Power

Significant Adversity Impairs Development in the First Three Years

Number of Risk Factors Source: Barth, et al. (2008)

Ch

ild

ren

wit

h

Develo

pm

en

tal

Dela

ys

1-2 3 5 4 6 7

20%

40%

60%

80%

100%

Biological “Memories” Link Maltreatment in Childhood to Greater Risk of Adult Heart Disease

Percent of adults with biological

marker for greater risk of

heart disease

Source: Danese et al. (2008)

Control

10%

20%

40%

30%

50%

Depression (age 32)

Depression (age 32) + Maltreated (as a child)

Maltreated (as a child)

Early Life Experiences Are Built Into Our Bodies (For Better or For Worse)

Stable and supportive relationships, language-rich environments, and mutually responsive, “serve and return” interactions with adults promote healthy brain architecture and adaptive regulatory systems.

Excessive or prolonged activation of stress

response systems and reduced availability of the buffering protection of supportive relationships can weaken brain architecture and disrupt the development of other organ systems.

Significant Adversity

Supportive Relationships, Sound Nutrition, Stimulating Experiences, and Health-Promoting Environments

Healthy Developmental Trajectory

Impaired Health and Development

Current Conceptual Framework Guiding Early Childhood Policy and Practice

New Protective Interventions

Building an Enhanced Theory of Change that Balances Enrichment and Protection

Significant Adversity

Healthy Developmental Trajectory

Supportive Relationships, Sound Nutrition, Stimulating Experiences, and Health-Promoting Environments

Keys to Healthy Brain Development

Supportive relationships and positive learning experiences that begin at home but can be strengthened by outside assistance when families need help

Highly specialized interventions as early as possible for children and families experiencing significant adversity

A balanced approach to emotional, social, cognitive, and language development

Preventive Intervention is More Efficient and Produces More Favorable

Outcomes Than Later Remediation

Source: Heckman, J. (2007)

B-3 4-5 6-18 19+

Rates of return to

human capital

investment

Preschool programs

K-12 Schooling

College or job training

Programs targeting the earliest years

Age

Cost/Benefit Analyses Show Positive Returns Early Childhood Programs Demonstrate a Range of Benefits to Society

$2

$6

$8

$4

$10

$3.23

Abecedarian Project

(through age 21)

$5.70

Nurse Family Partnership

(High Risk Group)

Perry Preschool (through age 40)

Total Return per $1 Invested

Sources: Heckman et al. (2009) Karoly et al. (2005)

Break-Even Point

0

$9.20

Take-Home Messages for Policy and Practice

Early experiences are built into our bodies – for better or for worse.

A strong foundation for healthy

development and positive educational achievement requires us to both stimulate minds and protect brains.

www.developingchild.harvard.edu