By J. Fraser Mustard Founding President, CIAR Adelaide Thinker in Residence November 14, 2006 CANADA – Early Child Development and Parenting Centres DECS.

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

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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NEUROSCIENCE

SIGNAL-SENDING NEURON

RECIPIENT NEURON

Synapse

Dendrite

Axon

Two Neurons04-039

Neal Halfon

04-212

SoundVisionSmell

TouchProprioceptionTaste

SENSING PATHWAYS

04-042

03-012

Synaptic Density

Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.

At Birth 6 Years Old 14 Years Old

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

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EmotionalStimulus

PIT

Cortisol CortisolCRF

ACTH

Amygdala Hippocampus

AdrenalCortex

HypothalamusPVN

+ + - -

LeDoux, Synaptic Self

03-002

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

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The Myth of the Bell Curve

Genetics

Nature versus nurture

Genotype

Phenotype - Epigenetics

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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

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

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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

Summary of Brain Development

Environment gene interaction

Critical and sensitive periods in utero, infancy, and young children

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Health Myths

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"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

MythsBehaviour

Antisocial

Attention-Deficit Hyperactivity Disorder(ADHD)

Autism

Depression

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Early Development and Behaviour

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

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

Language & Literacy Myths

Early Child Development and Language

Starts early – first 12 months

Sets capability for mastering multiple languages

Sets literacy and language trajectory

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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

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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

Socioeconomic Gradients for Document Literacy Scores

OECD, 2000

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Mean Scores

Parents’ Education (years)

3 95 7 151311 19170

270

230

190

350

310

U.S.

Canada

Australia

Sweden

Finland

Intern’l Mean

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

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

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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

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Success by TenEarly Child Development

Intervene early

Intervene often

Intervene effectively

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Ludwig and Sawhill, Brookings Institution

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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

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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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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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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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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CANADA - 2000Recommendations

To mobilize communities and build capacity,

government funding must be incremental,

predictable and sustained over the long term.

CANADA

$5 Billion additional for Early Child Development – Year 2000

Another $2 Billion in 2002

QUAD versus Day Care

Quality

Universal

Accessible

Developmental

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Government of Canada, 2002

Canada – New Government

Harper cancelled funding - 2006.

Mothers better than day care

OUTCOMEMEASURES

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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

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%

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

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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.

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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%

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Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Measuring Readiness for School Learning

Fewer than 10%

Percentage of students who scored in the lowest 10th

percentile in 2 or more domains

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Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Grade 6 EQAO Assessment of Reading (01-02)

Proportion of students who achieved level 3 or 4

Over 70%

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Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Grade 6 EQAO Assessment of Reading (01-02)

Proportion of students who achieved level 3 or 4

Fewer than 40%

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Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

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

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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

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.

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.

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

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.

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.

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.

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

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

01-039

www.founders.net

To download this presentation, go to:Slides - Slide Shows

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

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.

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.