Transcript Human Development

Joint Special Session, OAS
Washington, DC
Brain Development and its Influence
on Human Development
By J. Fraser Mustard *
Alfredo Tinajero
The Founders’ Network
* Founding President, Canadian Institute for Advanced Research
February 24, 2010
10-008
Human Development
Nature
Nurture
Genes
Epigenetics
Stimulation
and Nutrition
Gene Function
Neurobiological
Pathways
Physical
Health
Mental
Health
Learning
10-004
need new
number
Epigenetics
Epigenetics is the molecular and
cellular mechanisms governing the
function of normal genes [all the 100
billion neurons in your head have
the same DNA].
08-026
What is experience?
The stimuli that you encounter both
pre- and post-natally as well as in later
stages differentiate neuron function.
Examples: sound, touch, vision, smell,
food, thoughts, drugs, injury, disease,
physical activity, etc.
Experience begins in utero that effects
the differentiation and function of the
neurons in the brain.
Kolb, U Lethbridge
03-080
Experience-Based Brain Development in
the early years of life sets neurological
and biological pathways throughout life
that affect:
Health(physical and mental)
Learning (literacy)
Behaviour
Early Human Development
and
Literacy & Health
04-200
Early Child Development and Language
Starts early – first 7 months –
neurons differentiate language
sounds (e.g. English, Japanese)
Sets capability for mastering
multiple languages in early life
Sets literacy, language and learning
trajectory for the second and third
stages of development
05-178
Literacy Levels for the Population
Ages 16 to 65 – USA
35
Prose
30
Document
25
Quantitative
20
15
10
5
0
Low 1
2
3
Level
4
5
High
NALS, p. 17, 2002
05-173
Literacy Levels (Quantitative) and Physical,
Mental or Other Health Conditions – USA
60
Health Problems
50
Mental or Emotional
Problems
40
Long-term Illness
30
20
10
0
1
2
3
Level
4
5
NALS, p. 44, 2002
05-170
Percentages of Adults in Poverty,
by Literacy Level – USA (Prose)
1
Level
2
3
4
5
0
10
20
30
40
50
Percent
NALS, p. 61, 2002
07-001 Experience and Brain Architecture and Function
Early
Affects gene expression and neural pathways
Shapes emotion, regulates temperament and
social development
Shapes perceptual and cognitive ability
Shapes physical and mental health and behaviour
in adult life
Shapes physical activity (e.g. skiing, swimming,
etc.)
Shapes language and literacy capability
06-001
Success by Ten
Early Child Development
Intervene early
Intervene often
Intervene effectively
Integrate with primary schools
Ludwig and Sawhill,
Brookings Institution
05-066
Grade 3 Language Scores
Argentina _ _ _ _ _ _ _ _
Brazil _ _ _ _ _ _ _ _ _ _
Chile _ _ _ _ _ _ _ _ _
Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mexico _ _ _ _ _ _ _
100
150
200
250
300
350
400
UNESCO, 1998
Community Polyclinics
Pregnancy to Age 6
Services provided by
Community Polyclinics
Developmental Health
(pre and post natal)
Nutritional support
Child (Care) Stimulation
(Puericultura)
Weekly Home Visits
Health and Language Scores
90
350
330
Mortality Rate
70
Under One Mortality Rate
(WHO, 1990)
310
50
290
270
30
250
10
Bolivia
Dominican
Rep.
Brazil
Honduras
México
Paraguay
Colombia
Venezuela
Argentina
Mustard, JF. @
Tinajero, A., 2009
Chile
Cuba
230
4th grade Language (UNESCO, 1998)
Language Scores – UNESCO First
Regional Study (1998)
Association Between Preschool Attendance and Learning
Percent enrolled in preschool
90%
50
45
80%
40
70%
35
60%
30
50%
25
40%
% of children at Level
IV – Reading Scores
(high) - 6th grade
(UNESCO, 2008)
30%
20%
20
15
10
10%
Paraguay
Dominican R.
Colombia
Peru
Argentina
Chile
Uruguay
Mustard, JF. @
Tinajero, A.,
Costa Rica
Cuba
5
Reading Scores – 6th grade (UNESCO, 2008)
% of preeschool enrolment - children
ages 3-5 (UNESCO-LLECE, 2008)
100%
03-085
Early Development Instrument (EDI)
Kindergarten – Age 5
Physical health and well-being
Social knowledge and competence
Emotional health/maturity
Language and cognitive development
Communication skills and general
knowledge
08-046
EDI – Canada and
CENDI - Monterrey, Mexico
% Low on
One Domain
CENDI
% Low on
Two Domains
18.5%
3.8%
25.9%
12.9%
(centre-based)
(Monterrey)
Canadian
Middle Class
(120,000)
02-056
Policies to Foster Human Capital
"We cannot afford to postpone investing in
children until they become adults nor can we
wait until they reach school - a time when it
may be too late to intervene."
Heckman, J., 2001
(Nobel Prize Economics, 2000)
WHO – Marmot Commission on
Social Determinants of Health
08-151
Chapter 5 – Equity from the Start
Recommendation 5.1:
WHO and UN Children’s Fund
(UNICEF) set up an interagency
mechanism to ensure policy coherence
for early child development such that,
across agencies, a comprehensive
approach to early child development is
acted on.
WHO, August 2008
Recommendation 5.2
The Commission recommends that:
Governments build universal
coverage of a comprehensive
package of quality early child
development programmes and
services for children, mothers, and
other caregivers, regardless of ability
to pay.
WHO, August 2008
10-002
Of all the countries in the Americas,
Cuba’s programs of nutrition and
stimulation for rural and urban children
provide the best example of equity for
early human development in the
Americas. We all can learn from what
Cuba has accomplished.
01-039
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References
Mustard, J.F. Early child development and experience-based brain
development: the scientific underpinnings of the importance of
early child development. Washington: The Brookings
Institution. 2006. Available at: www.founders.net
Mustard, J.F. Early human development – Equity from the start –
Latin America. Latin American Journal of Social Sciences,
Childhood and Youth, vol. 7, #2, July-Dec 2009. Available at:
www.founders.net
Mustard, J.F. The effects of nature and nurture on early human
development and health, behaviour and learning. Presentation
at the First International Symposium in Puebla, Mexico.
January 27, 2010. Available at: www.founders.net
CP23764E