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