Talking about Early Brain Development and Early ...
Transcript of Talking about Early Brain Development and Early ...
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Emilie L’Hôte, Senior Researcher & Manager of Qual. Research, PhD
Talking about Early Brain Development and
Early Intervention Services
27 September
2018
Framing and Delivering the Message
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Framing Recap
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Frames Shape Understanding
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Culture Mediates Communication
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DEVELOPMENT =
INVISIBLE PROCESS
FAMILY BUBBLE INDIVIDUALISM KIDS ARE
SPONGES/LITTLE ADULTS
CHILDREN ARE
THE FUTURE
FATALI
SM
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Avoid Communications Traps
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Tell A Well-Framed Story
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A WELL-FRAMED STORY
‣VALUES ‣ VALUES
‣EFFICACY
‣SOLUTIONS
‣ METAPHORS
‣EXAMPLES
‣EXPLANATION
S
What is this about?
How does this work?
If it’s not working, why not?
What can we
do?
Who has
responsibility?
Why does this
matter?
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Why does this
matter to society?
What can we do
about it?
What’s this about?
How does this
work?
If it isn’t working,
why not?
Our shared prosperity
is at stake
Brains get built like houses:
foundations matter
Supportive interactions build
brains
Resilience is like a dynamic
scale
Toxic stress disrupts brain
construction
Your program/policy
solution here
A WELL-FRAMED STORY OF EARLY
CHILDHOOD DEVELOPMENT
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Framing with Values
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Values
A broad category of
cherished cultural ideals:
enduring beliefs that orient
individuals’ attitudes and
behaviors.
As a frame element, values do the work of:
• Priming people to take a collective approach
• Tapping emotions that work for policy thinking:
curiosity, concern, and can-do
ME vs.
Values help to establish
why an issue matters and
what is at stake.
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Prosperity
Your issue matters because:
Redirect public perceptions away
from:
Move public thinking towards:
This will contribute to
collective, shared good
fortune, both economic and
social.
• Community supports promote
prosperity
• A strong and stable society depends on
the wellbeing of children
• Prosperity is social and economic
• Capacities and skills developed in
childhood become the basis of a
prosperous society
• Family bubble
• Individualism
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Which of these best applies the tested Value
Prosperity?
“I believe the children are our future. Teach them well and let
them lead us all the way to the bank.”
“Every penny we invest in a child today increases the likelihood
that he or she will go to college and earn higher wages as an adult.”
“It’s smart to support programs for children: investing in their
healthy development today will yield social and economic benefits
for our society in the future.”
A
B
C
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Text...
Text...
Text...
A
B
C
“I believe the children are our future. Teach them well and let
them lead us all the way to the bank.”
“Every penny we invest in a child today increases the likelihood
that he or she will go to college and earn higher wages as an adult.”
“It’s smart to support programs for children: investing in their
healthy development today will yield social and economic benefits
for our society in the future.”
Which of these best applies the tested Value
Prosperity?
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Framing with Metaphors
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BRAIN
ARCHITECTURE
SERVE AND
RETURN
TOXIC STRESS
RESILIENCE
SCALE
METAPHORS OF BRAIN DEVELOPMENT
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BRAIN
ARCHITECTURE
SERVE AND
RETURN
TOXIC STRESS
RESILIENCE
SCALE
METAPHORS OF BRAIN DEVELOPMENT
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Serve and
Return
The story you are telling:
Redirect public perceptions away
from:
Move public thinking towards:
Brains are built through back-and-
forth interaction, much like a game of
tennis, ping-pong, or volleyball.
Healthy development occurs when
young children “serve” through
babbling, gestures, or words, and
adults “return” by getting in sync with
the child.
• How neural connections are formed
through reciprocal interactions
• Even preverbal children need these
interactions
• How adults can “get in sync” with kids
• Black box model of development
• Children are containers/sponges
• Family bubble
• Good environment = safety
• Self-makingness
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Toxic Stress
The story you are telling:
Redirect public perceptions away
from:
Move public thinking towards:
Chronic, severe stressors can
cause a response that is toxic to
the developing brain and has
long-term effects on health and
wellness.
• Social conditions <> health outcomes
• Poverty and violence affect development
• Lack of serve-and-return relationships
affects development
• Disparities <> health and behavioral
outcomes.
• Stress is just emotions
• What doesn’t kill you makes you stronger
• What children can’t remember won’t hurt
them
• Willpower determines outcomes
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Resilience Scale
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Dr Phil
Fisher,
Harvard
Center for
the
Developing
Child
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Resilience Scale
The story you are telling:
Redirect public perceptions away
from:
Move public thinking towards:
A positive child outcome is like a
scale that is tipped toward one
side. It can be influenced by
counterbalancing and by
adjusting the fulcrum point.
• Willpower
• Family Bubble
• What doesn’t kill you makes you stronger
• Determinism
• Most kids turn out fine no matter what
• There are limits to resilience: no child is
invincible
• Offloading risk factors increases chances for
positive outcomes
• Protective factors can counterbalance risk
factors
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Why does this
matter to society?
What can we do
about it?
What’s this about?
How does this
work?
If it isn’t working,
why not?
Our shared prosperity
is at stake
Brains get built like houses:
foundations matter
Supportive interactions build
brains
Resilience is like a dynamic
scale
Toxic stress disrupts brain
construction
Your program/policy
solution here
A WELL-FRAMED STORY OF EARLY
CHILDHOOD DEVELOPMENT
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Case Study
The “Children See, Children Do” campaign
NAPCAN (Australia)
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Cultural models of child
development?
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Children
See,
Children Do
NAPCAN
2013
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Cultural models of child
development?
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CHILDREN SEE,
CHILDREN DO
Children are Sponges
Black Box of Brain Development
Family Bubble
Threat of Modernity
Individualism
Children are Little Adults
Morals & Manners
Fatalism
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How can we change the narrative?
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1. Group work
2. Showcase
3. Discussion
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2. Showcase
1. Group work
3. Discussion
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Brainstorm at your
table
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Brainstorm at your
table
Framing
Memo
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Values
? Cultural
models? Explanation
? Solutions?
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Values
? Cultural
models? Explanation
? AVOID
ADVANC
E
Solutions?
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1. Group work
2. Showcase
3. Discussion
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1. Group work
3. Discussion
2. Showcase
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1. What worked well in these groups memos?
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2. What was challenging in coming up with
recommendations?
1. What worked well in these groups memos?
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Thank you!
© 2018 FrameWorks Institute
Slides in this presentation were developed by the FrameWorks Institute for individual use and cannot be represented, adapted, or distributed without the
express written permission of FrameWorks. All images in this presentation are licensed for the purpose of this presentation only and may not be
reproduced elsewhere.
www.frameworksinstitute.org @FrameWorksInst FrameWorks Institute
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FRAMES SHAPE UNDERSTANDING
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Before and after slide here
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Brain
Architecture
The story you are telling:
Redirect public perceptions away
from:
Move public thinking towards:
The basic architecture of the
brain is constructed through an
ongoing process that begins
before birth and continues into
adulthood.
• Development starts early and requires
quality resources
• This is an active process that happens
in phases
• What happens early on has long-lasting
consequences
• Children are sponges/containers
• Black box model of development
• Early learning doesn’t matter
• Naturalism: Kids just develop
• Self-makingness
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The Brain
Architecture
Game