Transcript sensitive periods

CENDI
4º Encuentro Internacional de
Educación Inicial y Preescolar
Monterrey, México
Experience-Based Brain Development –
Its Effect on Health, Learning and
Behaviour
By J. Fraser Mustard
Founding President, CIAR
May 21, 2004
03-072
CIAR
The Canadian Institute for Advanced Research
03-076
CIAR - Programs
Population Health
Human Development
03-077
Books
Why Are Some People Healthy
And Others Not?
Developmental Health and
the Wealth of Nations
04-118
Brain Development in
Early Life Sets
Trajectories for
Development
Throughout Life
03-080
Experience-Based Brain Development in
the early years of life sets neurological
and biological pathways that affect:
Health
Learning
Behaviour
03-131
NEUROSCIENCE
03-078
Experience and Brain Development
Stimuli in early life switch on
genetic pathways that differentiate
neuron function – sensitive period
Stimuli affect the formation of
the connections (synapses)
among the billions of neurons
From studies in humans, monkeys and rats
00-078
Brain Plasticity in Early Years
1. Hypothalamus pituitary adrenal axis
- regulation of cortisol
memory, diabetes, heart disease, behaviour
2. Autonomic nervous system
blood pressure, respiration
3. Sensing pathways
vision, sound, touch etc.
03-012
Synaptic Density
At Birth
6 Years Old
14 Years Old
Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.
01-003
Human Brain Development –
Synapse Formation
Language
Sensing
Pathways
(vision, hearing)
-6
-3
3
0
Months
6
9
Higher
Cognitive Function
1
4
8
12
Years
16
AGE
C. Nelson, in From Neurons to Neighborhoods, 2000.
03-163
The Hypothalamus Pituitary Adrenal
Gland (HPA) Pathway – Stress
Affects cognition, behaviour, the
immune system, and many other
biological systems
Touch in early life is important in
setting the neurological pathways
and the control and response of
this pathway – sensitive period
04-044
Stress:
Two Key Pathways
1.
Autonomic Nervous System
- Epinephrine
Hypothalamus
Pituitary
Adrenal
2.
Gland (HPA) Pathway
03-002
HPA Pathway Control
Emotional
Stimulus
Amygdala
+
+
Hippocampus
Hypothalamus
-
-
PVN
Cortisol
Cortisol
CRF
PIT
ACTH
Adrenal
Cortex
LeDoux, Synaptic Self
03-109
Brain HPA Pathway and
Immunology
Stress can make you ‘sick’
Stress can change the way
the immune system responds
Mediators
CRF, Cortisol – Cytokines - Interleukins
Esther Sternberg (NIH)
03-110
Interaction of the Brain and
Immune System
CRF
Hypothalamus
CRF
Adrenal
Gland
ACTH
Immune
Cells
Locus
Ceruleus
Pituitary
Gland
Sympathetic
Nervous system
Immune
Organs
Sternberg, Scientific American, 1997
01-023
Genes and Brain Stimulation
“ … in the dance of life, genes and
environment are absolutely inextricable
partners. On the one hand, genes supply the
rough blueprint for the brain. Then stimulation
from the environment, whether it’s light
impinging on the retina or a mother’s voice on
the auditory nerve, turns genes on and off,
fine-tuning those brain structures both before
and after birth.”
Hyman, S., States of Mind, New York: John
Wiley, 1999
Serotonin Gene and Depression
Age 26
03-089
Depression
Risk
.70
SS
S = Short Allele
L = Long Allele
.50
SL
.30
LL
None
Moderate
Early Childhood Abuse
Severe
A. Caspi, Science, 18 July 2003, Vol 301.
03-063
HEALTH
04-007
The Brain and Health
From the time of the ancient Greeks
to the 20th century, it was accepted
that the mind can affect illness.
The new thrust of the biosciences
and the new treatments for disease
have recently caused us to have less
interest in the mind-body interaction
and disease.
Esther Sternberg (NIH)
00-063
Historical
Industrial Revolution and Population
Health in the West
Tom McKeown
- 25% public health
- 75% better nutrition
Robert Fogel
- Major factor better nutrition of children
- Early childhood set risks for chronic diseases of adults
- Better quality of population improved economic growth
00-076
Socio-Economic Factors –
Life Cycle and Health
In Utero - Barker et al
Early Years - Power and Hertzman
Adult Life - Marmot et al
Biological embedding in the early years
influences health risks in adult life
04-006
Swedish Longitudinal Study – ECD and Adult Health
Number of Adverse ECD Circumstances*
0
Adult Health
1
2
3
4
Odds - Ratios
General Physical
1
1.39
1.54
2.08
2.66
Circulatory
1
1.56
1.53
2.91
7.76
Mental
1
1.78
2.05
3.76 10.27
* Economic, family size, broken family and family dissention
Lundberg, Soc. Sci. Med, Vol. 36, No. 8, 1993
00-069
Health Problems Related
to Early Life
Coronary Heart Disease
Non-insulin Dependent Diabetes
Obesity
Blood Pressure
Aging and Memory Loss
Mental Health (depression)
01-010
"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 - Independent Inquiry into
Inequalities in Health,1998
03-065
BEHAVIOUR
04-009
Behaviour
Involves HPA axis, hippocampus and frontal brain
Early brain experience affects pathways
Behaviour affected by early child development
antisocial behaviour and violence
drug and alcohol addiction
depression
post traumatic stress
Behaviour possibly affected – autism, dyslexia,
attention deficit disorder, schizophrenia
01-009
"The origin of these behavior problems can be
traced back to fetal development and infancy.
High quality care-giving support … during the
first three years … reduces … the seriousness
of behavior problems."
Tremblay, R . - Developmental Health and the
Wealth of Nations, 1999
02-009
"The impact of severe stress
(early childhood) can leave an
indelible imprint on brain
structure and function.”
Martin Teicher
Scientific American, 2002
02-011
"The aftermath … can appear as
depression, anxiety, suicidal thoughts or
post-traumatic stress - or as aggression,
impulsiveness, delinquency, hyperactivity
or substance abuse."
Martin Teicher
Scientific American, 2002
02-041
Substance Abuse and Childhood Abuse
Odds Ratios for Drug
and Alcohol Use
Exposure to
Child Abuse*
Drugs
Alcohol
0
1
2
3
4+
1.0
2.7
2.9
3.6
4.7
1.0
2.0
4.0
4.9
7.4
* Scale: 0 none
4 intense
03-064
LEARNING
02-036
Intervention Studies
Grantham-McGregor
Abecedarian
Ypsilanti
Osborn and Milbank
Bergmann – France
Other (World Bank Report)
Compatible with biological and animal studies
93-040
Mental Development of Undersized Children
(Low Height for Age) : The Jamaican Study
110
children of
normal height
105
development
quotient
stimulation &
supplement
stimulation
100
supplement
95
control
90
baseline 6 mo
12 mo
18 mo 24 mo
02-068
Growth Retardation and Development
Jamaica
Stimulation and supplements normalized
development by 2 years
Age 11 - Benefits of stimulation still
present but not supplementation
Grantham-McGregor
97-033
Percentages of Preschool Control and Intervention
Children with IQ Scores Lower Than 84 in the
Carolina Early Intervention Program
%
S-B = StanfordBinet Intelligence
Score
03-005
WISC Verbal Scores Age 8 –
Low Birth Weight Children in ECD Centres (Ages 1 to 3)
Low Birth Weight
16
14
12
10
8
6
4
2
0
-2
All
Very Low
Low
Intention to
Treat
350 Days or
Less in Centre
400 Days or
More in Centre
Hill, Brooks-Gunn, Waldfogel. Dev. Psychol. 2003 July.
03-084
1970 - British Birth Cohort
Osborn and Milbank (1987)
Does preschool education
benefit cognition, learning
behaviour?
“The simple answer is indubitably, yes”
03-086
1970 British Birth Cohort
Preschooling improved performance
in school system
Benefits children in all social classes
The effects of preschooling persist
Egerton and Bynner (2001)
00-011
Sensitive Periods for Early Development
critical
period
critical
period wanes
Binocular vision
Central Auditory System
Emotional control
Habitual ways of responding
Peer social skills
Language
symbols
Cognitive
skills: relative quantity
0
1
2
3
4
5
6
age
7 (yrs)
04-010
Summary
The longitudinal studies of birth cohorts, the
intervention studies and observational studies all
show that experience-based brain development
in early life affects learning and behaviour.
The earlier an infant has exposure to quality
experience, the better the outcome.
These data are compatible with our
understanding of brain development and
function.
03-115
LITERACY
Literacy –
Early Vocabulary Growth
02-001
Cumulative Vocabulary
1200
High SES
Middle SES
600
Low SES
0
12
16
20 24
28 32 36
B. Hart & T. Risley, Meaningful Differences in Everyday
Age - Months Experiences of Young American Children, 1995
01-040
Levels of Literacy:
A Reflection of ECD
Level 1: indicates persons with very poor skills.
Level 2: people can deal with material that
is simple
Level 3: is considered a suitable minimum for
coping with the demands of everyday life
Level 4 describe people who demonstrate
and 5: command of higher-order processing
skills
03-139
Percentage of Students at Each Level of Proficiency on
the Combined Reading Literacy Scale (PISA 2000)
Chile Latin America Canada
5.7
5.6
48
Level 3
17.5
15.0
24
Level 1 & 2
59.4
53.0
27
Below Level 1
17.4
26.5
1
Level 4 & 5
02-061
Document Literacy
1994 – 1998, Ages 16 to 55
Level 1 and 2
Sweden
Canada
Australia
United States
Chile
23%
42%
43%
48%
85%
Level 4 and 5
34%
23%
17%
18%
3%
00-085
Socioeconomic
Gradients for
Document
Literacy Scores
Mean scores
350
330
310
290
Sweden
International
Mean
270
250
Netherlands 230
210
Canada
Chile
190
170
0
5
10
15
20
Parents’ Education (years)
00-042
Sociocultural
Gradients for
Language
Scores
By Country
360
Cuba
320
Chile
280
Argentina
Brazil
Colombia
240
200
1
4
8
12
Parents' Education - Years
16
01-012
Early Learning and Criminal Behaviour
"Significant correlation with registered
criminality (teenage) appeared for language
development at 6, 18, and 24 months
Stattin, H. et al -Journal of Abnormal
Psychology 102; 369, 1993
04-137
EARLY
CHILDHOOD
DEVELOPMENT
OUTCOME
MEASURES
03-085
Early Development Instrument (EDI)
Physical health and well-being
Social knowledge and competence
Emotional health/maturity
Language and cognitive development
Communication skills and general
knowledge
02-065
Percentage of Children Scoring
in Bottom 10% by District
34.5%
15%
8.5%
27.5%
21.5%
Early Development Instrument, Collection February 2000
02-064
Percentage Grade 4
Students Below
Numeracy Expectations
0-11%
12-22%
23-34%
35-46%
47-58%
Source: Ministry of Education
04-052
Average Economic Family Income
Families with at
least one child < 15
Data from 2001 Census
< $58, 000
$58,000 – 68,000
$68,000 – 82,000
$82,000 – 100,000
$100,000 – 290,000
Measuring Readiness for School Learning
04-053
Percentage of students who
scored in the lowest 10th
percentile in 2 or more domains
Over 25%
Representation of data from “Toronto Report
Card on Children”, Vol 5, Update 2003
Measuring Readiness for School Learning
04-055
Percentage of students who
scored in the lowest 10th
percentile in 2 or more domains
Less than 10%
Representation of data from “Toronto Report
Card on Children”, Vol 5, Update 2003
Grade 3 EQAO Assessment of Reading (01-02)
04-060
Proportion of students who
achieved level 3 or 4
Fewer than 40%
Representation of data from “Toronto Report
Card on Children”, Vol 5, Update 2003
Grade 3 EQAO Assessment of Reading (01-02)
04-062
Proportion of students who
achieved level 3 or 4
Over 70%
Representation of data from “Toronto Report
Card on Children”, Vol 5, Update 2003
Grade 6 EQAO Assessment of Reading (01-02)
04-067
Proportion of students who
achieved level 3 or 4
Fewer than 40%
Representation of data from “Toronto Report
Card on Children”, Vol 5, Update 2003
Grade 6 EQAO Assessment of Reading (01-02)
04-069
Proportion of students who
achieved level 3 or 4
Over 70%
Representation of data from “Toronto Report
Card on Children”, Vol 5, Update 2003
04-138
EARLY CHILD
DEVELOPMENT
AND
PARENTING
PROGRAMS
03-032
Most Effective
Early Child Development Programs
Centre Based ECD Programs
Integrated Programs
Parent Involvement
Begin Early
99-004
Source of Brain Stimulation
parent-oriented
child-oriented
age 0
1
2
3
4
5
6
Components of Early Childhood Development and
Parenting Centres:
ECD & care (parental and non-parental) arrangements
Play-based learning
Resources
Prenatal & postnatal supports
Nutrition programs
03-154
“Gross underinvestment in
children, and their mothers …
is one of the most potent
‘engines’ driving the growing
inequality within and between
nations.”
Enrique Iglesias, President
Inter-American Development Bank
Rates of Return to Human Development
Investment Across all Ages
8
6
Pre-school Programs
Return
Per
$
Invested 4
School
R
Job Training
2
PreSchool
0
6
School
Post School
18
Age
Pedro Carneiro, James Heckman, Human Capital Policy,
2003
03-074
00-068
ECD
Education
Health
Social
Capital
Equality
Economic
Growth
Human Development
02-018
From Early Child Development
To
Human Development *
World Bank Report, 2002
01-039
www.founders.net
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References
1.
References
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.
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.