1 Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals The 2013 Annual Early Childhood Conference of the Bennington.

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Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals

The 2013 Annual Early Childhood Conference of the Bennington County Child Care Association & Partners

November 2nd , 2013

Todd Grindal, Abt Associates

Julius B. Richmond Dissertation Fellow

Harvard Center on the Developing Child

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Preschool Teacher (2002-2005, 2007)

Elementary School Teacher (2001-2002)

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Outline of Today’s Activities

• Core concepts of early development

• Research on the impact of early childhood programs

• Discuss how this material is relevant to your work

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My objectives for this workshop

1. Help each of you develop a deeper understanding of the science of child development its implications for you work with children & families.

2. Lean about issues related to early childhood policy and practice in Vermont

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What are your objectives for today?

(please share with the person sitting next to you)

Why might it be useful for early childhood professionals to

understand the underlying science of child development?

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Core Concept 1: Experiences Build Brain Architecture

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Looking inside the brain

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birth 6 years 14 years

Experience Shapes Brain Architecture by Experience Shapes Brain Architecture by Over-Production Followed by PruningOver-Production Followed by Pruning

(700 synapses formed per second in the early years)(700 synapses formed per second in the early years)

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Neural Circuits are Wired in a Neural Circuits are Wired in a Bottom-Up Sequence 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)

LanguageHigher Cognitive Function

Source: Nelson (2000)Source: Nelson (2000)

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The Ability to Change Brains Decreases Over Time

Source: Levitt (2009)Source: Levitt (2009)

BirthBirth 1010 2020 3030

Physiological “Effort” Required to Enhance Neural Connections

Normal Brain Plasticity Influenced by Experience

Age (Years)Age (Years)4040 5050 6060 7070

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Experiences Build Brain ArchitectureReviewing Key Terms

•Neuron•Synapse •Pruning•Sensitive periods•Plasticity

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Experiences Build Brain ArchitectureActivity

Based on the information on brain architecture, why might attending a high

quality childcare program be beneficial for young children?

Core Concept 2: Interactions Shape Brain Circuitry

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

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Language environment impacts childrenLanguage environment impacts children’’s s language development language development

16 mos. 24 mos. 36 mos.

Cu

mu

lati

ve V

ocab

ula

ry (

Word

s)

College Educated Parents

Working Class Parents

Welfare Parents

Child’s Age (Months)

200

600

1200

Source: Hart & Risley (1995) Source: Hart & Risley (1995)

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Early Experiences Alter Gene Expression and Shape Development

Neuron

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Genes Carry Instructions that Tell Our Bodies How to Work

Nucleus

Chromosome

DNA

Gene

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Early Experiences Leave Lasting Chemical “Signatures” on Genes

External Experience

Gene Regulatory Proteins

Epigenetic “Signature” Turns Gene On or Off

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Neuroscience basis for individual differences

Example 1:

Early Experience Affects Differences Early Experience Affects Differences in Adult Anxiety in Mice in Adult Anxiety in Mice

Source: Gross & Hen, 2004

High care

Low care

Low

High

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Gene/Environment InteractionGene/Environment InteractionAn Example An Example

http://learn.genetics.utah.edu/content/epigenetics/rats/

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Interactions Shape Brain Circuitry Reviewing Key Terms

•Serve and Return

•Gene-Environment Interaction

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Experiences Build Brain ArchitectureActivity

Imagine you are preparing to share some information on children's brain development at

a preschool back-to-school night.What of 3 ways children engage in serve and

return behaviors while in the classroom?&

What are 3 ways parents could engage in serve and return behaviors with parents

outside of school?

Core Concept 3: Early Life Experiences are Built Into Our Brains and Bodies ( for better or for worse)

ToxicToxicProlonged activation of stress response systems Prolonged activation of stress response systems

in the absence of protective relationships.in the absence of protective relationships.

ToxicToxicProlonged activation of stress response systems Prolonged activation of stress response systems

in the absence of protective relationships.in the absence of protective relationships.

Three Levels of Stress Response

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

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

PositivePositiveBrief increases in heart rate, Brief increases in heart rate,

mild elevations in stress hormone levels.mild elevations in stress hormone levels.

PositivePositiveBrief increases in heart rate, Brief increases in heart rate,

mild elevations in stress hormone levels.mild elevations in stress hormone levels.

Toxic Stress Changes Brain Architecture

NormalNormal

Toxic Toxic stressstress

Prefrontal Cortex andPrefrontal Cortex andHippocampusHippocampus

Typical neuron— many connections

Damaged neuron— fewer connections

Sources: Radley et al. (2004); Bock et al (2005)

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

Extreme Extreme NeglectNeglect

Positive Positive RelationshipsRelationships

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

Ch

ild

ren

wit

h

Develo

pm

en

tal D

ela

ys

Develo

pm

en

tal D

ela

ys

1-2 3 54 6 7

20%

40%

60%

80%

100%

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

Still Face Experiment

http://www.youtube.com/watch?v=apzXGEbZht0

Caregivers Depression Can Have a Profound Impact on Young Children

Example 3: Early Abuse Affects Later Behavior

Source: Pollak & Kistler (2002)

Profound NeglectImpairs Physical Growth

Source: Johnson et al. (2000) Source: Johnson et al. (2000)

11-Year-Old Girl11-Year-Old Girl(height-for-age = 48 (height-for-age = 48

month old)month old)

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Positive early experiences yield positive long-term

outcomes

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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

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The impact of attending high quality early childhood education can be observed nearly four

decades later

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Source: Heckman, 2006 p.1902

Rates of return to human capital investment

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Cost/Benefit Analyses Show Positive Returns

Early Childhood Programs Demonstrate 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

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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

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The best of what we do is still not 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 provideparentingeducation withmodeling

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/

Group Setting Quality

Educator Education, ECE Training,

Well-Being

Practices Related to Specific Child

Outcomes

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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

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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

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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

Brain Hero!

http://www.youtube.com/watch?v=s31HdBeBgg4

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Thank you !

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www.developingchild.harvard.edu