The Science of Early Childhood Development: Lessons for ......The Science of Early Childhood...
Transcript of The Science of Early Childhood Development: Lessons for ......The Science of Early Childhood...
The Science of Early Childhood Development: Lessons for Policy and
Practice
TODD GRINDAL ED. D
Abt Associates
Julius B. Richmond Dissertation Fellow, Center on the Developing Child at
Harvard University
The Foundation of a Successful Society is Built in Early Childhood
Experiences Build Brain Architecture
birth 6 years 14 years
Experience Shapes Brain Architecture by Over-Production Followed by Pruning
(700 synapses formed per second in the early years)
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: Nelson (2000)
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
Interactions Shape Brain Circuitry
Brains and Skills are Shaped by the “Serve and Return” Nature of Human Interaction
Language environment impacts children’s language development
16 mos. 24 mos. 36 mos.
Cu
mu
lati
ve V
ocab
ula
ry (
Wo
rd
s)
College Educated Parents
Working Class Parents
Welfare Parents
Child’s Age (Months)
200
600
1200
Source: Hart & Risley (1995)
Early Experiences Alter Gene Expression and Shape Development
Neuron
Genes Carry Instructions that Tell Our Bodies How to Work
Nucleus
Chromosome
DNA
Gene
Early Experiences Leave Lasting Chemical “Signatures” on Genes
External
Experience
Gene
Regulatory
Proteins
Epigenetic “Signature” Turns Gene On or Off
Example 1:
Early Experience Affects Differences in Adult Anxiety in Mice
Source: Gross & Hen, 2004
High care
Low care
Low
High
Early Life Experiences Are Built Into Our Bodies (For Better or For Worse)
.
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
Severe Neglect 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%
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Example 1: Risk Factors for Adult Heart Disease are
Embedded in Adverse Childhood Experiences
Adverse Experiences Source: Dong, et al. (2004)
Od
ds R
ati
o
0 1 2 3 4 5,6 7,8
0.5
1
1.5
2
2.5
3
3.5
Example 3:
Early Abuse Affects Later Behavior
Source: Pollak & Kistler (2002)
Profound Neglect Impairs Physical Growth
Source: Johnson et al. (2000)
What does this tell of us about early childhood policy and programs?
.
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Children randomly assigned to leave the institution and be placed and high quality foster care environment Children placed in foster care before age 2 appear to
catch up with typical children on measures of cognitive development
These children had lower rates of ADHD, disruptive behaviors, and depression when compared to children who stayed in the institution
As a result of this study, • The Romanian government passed a law forbidding the
institutionalization of non-handicapped children under age 2.
• Over 27,000 foster homes have been created.
Bucharest Early Intervention Project
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Head Start closes one-third of the gap between median and low income family income on a summary of young adult outcomes:
High school graduation
College attendance
Idleness (not in high school, no wages)
Crime
Teen parenthood
Health status
Long-term effects of Head Start
Source: Deming, 2009
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Chicago Child-Parent Center (2004)
• Children who did not receive a strong education from PK through 3rd grade were three times more likely to be held back and more likely to be placed in special education than those who had a strong PK-3 foundation.
Preparing to Succeed-Boston (2011)
• Attending preschool erased the Latino/white test score gap and significant reduced the African American/White test score gap
Preschools in the Public Schools
Source: Reynolds, et al., 2004
25
The impact of attending high quality early childhood education can be observed nearly four
decades later
26
Source: Heckman, 2006 p.1902
Rates of return to human capital investment
27
36 months: Adjusted means for child outcome by quality
Source: NICHD ECCRN, 2000
0
10
20
30
40
50
60
Reynell Verbal
Comprehension
Bracken School Readiness
Low Quality
Low/Average Quality
High/Average Quality
High Quality
Exclusive Maternal Care
Adju
sted m
ean
s
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The best of what we do is still not good enough
To Individuals
To Society
$6.60-$9.20
$2
$6
$8
$4
$10
Increased earnings
Crime costs, special education and welfare savings, increased income taxes paid
$4.10
Abecedarian Project
(through age 21)
Perry Preschool (through age 40)
Total Return per $1 Invested
Sources: Masse & Barnett (2002) Heckman et al. (2009)
The economic impact of attending a high quality early childhood education program
The best of what we do, is not yet good enough.
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Program Evaluation Research Helps Identify Effectiveness Factors
Not all programs are effective.
Effectiveness factors are key to distinguishing those programs that work from those that do not.
Our goal: to provide clearer guidance than the usual calls for “quality.”
Source: Center on the Developing Child at Harvard University (2007)
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Effectiveness Factors for
Early Care and Education Programs
• Skilled and well-compensated personnel
• Small group sizes and high adult-child ratios
• Language-rich environment
• Developmentally appropriate “curriculum”
• Safe physical setting
• Warm and responsive adult-child interactions
Source: Center on the Developing Child at Harvard University (2007)
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Effectiveness Factors for Parenting Education Programs:
Parenting education with modeling and/or opportunities for practice
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0.370.39
0.13
0.25
0.14
0.07
0
0.1
0.2
0.3
0.4
0.5
Child cognitive skills Child pre-academicskills
Parent warmth &responsiveness
ECE programs thatdid provideparentingeducation withmodeling
ECE programs thatdid not provideparenting
education with
modeling
Grindal et. al. (under review)
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Four Targets for Professional Development
Source: U.S. Department of Education (2010)
Institutional/
Organizational
Practices Classroom/Grou
p Setting Quality
Educator Education, ECE
Training,
Well-Being
Practices Related to
Specific Child
Outcomes
35
Sources of Toxic Stress
Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments
Healthy Developmental Trajectory
Delayed Development
Current Conceptual Framework for Early Childhood Policy and Practice
36
Protective Interventions
Designing an Enhanced Framework that Balances Enrichment and Protection
Sources of Toxic Stress Healthy Developmental
Trajectory
Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments
37
An Integrated, Science-Based Logic Model Could Inform More Effective
Early Childhood Policies and Programs
Source: Center on the Developing Child (2010)
Health &
Development
Across the
Lifespan
Preconception
Prenatal
Early
Childhood
Middle
Childhood
Adolescence
Adulthood
Biological
Adaptations or
Disruptions
Foundations of
Healthy
Development
Caregiver &
Community
Capacities
Policy &
Program
Levers for
Innovation
www.developingchild.harvard.edu