Second Annual Workshop of Fundacao Maria Cecilia Souto Vidigal (1st presentation)
Sao Paulo, Brazil
Evaluation of Early Human Development By J. Fraser Mustard The Founders’ Network Founding Chairman Council for Early Child Development October 3, 2008
Presentation Socioeconomic gradients in health and literacy. Experience-based brain development in the early years and the effects on health, learning, and behaviour. Early human development – outcome measures. Success by Ten
97-044
The Mismatch Between Opportunity and Investment Brain's "Malleability" Spending on Health, Education and Welfare
0
3
10
Age
70
03-076
CIAR - History Population Health Human Development
Experience-based Brain and Biological Development
91-068
Cumulative Mortality
U.K. CIVIL SERVICE Mortality - All Causes 16
Other
12
Clerical Professional/ Executive
8
4 Administrative 0 0
2
4
6
Year of Follow-up
8
10
Socioeconomic Gradients for Adult Document Literacy Scores (16 to 65)
06-114
Mean Scores
350 310 Intern’l Mean
U.S. 270
Canada Australia
230
Sweden Finland
190
Chile 0 3
5
7
9
11
13
15
Parents’ Education (years)
17
19 OECD, 2000
04-147
Life Expectancy & Literacy Life Expectancy at Birth
80 78 76 74 72 70 0
20
40
60
Percent at Levels 1 and 2
80
100 OECD
Health Gradients
06-008
AGES
Health Status
2.25
13 - 17 9 - 12 4-8 0-3
2.00
1.75
1.5
8
9
Income
10
11
National Health Interview Survey (1986 – 1995) in Case, 2002
03-080
Experience-Based Brain development in the early years of life sets neurological and biological pathways that affect throughout life:
Health Learning (literacy) Behaviour
08-039
Why do we care about brains? You are your brain. BUT Your brain is not just produced by your genes. Your brain is sculpted by a lifetime of experiences. The most important time in brain development is the first few years of life. Kolb, U Lethbridge
08-026
What is experience? Everything that you encounter both pre- and postnatally as well as in adulthood‌ Examples: sounds, touch, vision, smell, food, thoughts, drugs, injury, disease‌ Kolb, U Lethbridge
Does Experience have the Same Effects on Brain Development at Different Times in Life?
08-029
No ! There are qualitative differences at different stages of life. There is something fundamentally different prenatally vs infancy vs juvenile vs adult.
One difference is gene expression. Kolb, U Lethbridge
04-039
Two Neurons Axon
RECIPIENT NEURON
Synapse
SIGNALSENDING NEURON
Dendrite
03-079
Vision and Hearing Critical Period Eye cataracts at birth prevent normal development of vision neurons in the occipital cortex (Hubel and Wiesel)
Cochlear defects at birth impair hearing development (Rauschecker and O’Donoghue)
07-123
Brain Pathways “Higher levels of brain circuits depend on precise, reliable information from lower levels in order to accomplish their function. Sensitive periods for development of lower level circuits ends early in life. High level circuits remain plastic for a longer period.� Knudsen 2004
01-003
Human Brain Development – Language and Cognition
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.
04-200
Early Child Development and Language Starts early – first 7 months
Sets capability for mastering multiple languages Sets literacy and language trajectories
02-001
Vocabulary Growth – First 3 Years
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
04-146
Test of Language Development (TOLD) at Age 9 Correlation between vocabulary growth at Age 3 and TOLD at Age 9.
0.74
07-105
Health, Behaviour and Limbic HPA Pathway
Allostasis & Allostatic Load (Stress)
03-002
Emotional Stimulus
Amygdala
+
+
Hippocampus
Hypothalamus
-
-
PVN
Cortisol
Cortisol CRF
PIT ACTH
Adrenal Cortex LeDoux, Synaptic Self
05-212
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
08-109
Epigenetics – Regulation of Normal Gene Function Nature and Nurture Epigenetics
MicroRNAs
Chuang & Jones, Pediatric Research, 2007.
05-059
Rats – Gene Methylation
Cytosine-Methylation
1.2
0.8
Licking Low
0.4
Licking High 0
Embryo
Birth
Pup
Weaning
Adult
Day 20
Day 1
Day 6
Day 21
Day 90
Age
M. Szyf
Serotonin Transporter Gene Experience in Early Life Depression 03-089 Age 26
Depression Risk .70
S = Short Allele L = Long Allele
SS
.50
SL
.30
LL No Abuse
Moderate Abuse Severe Abuse
Early Childhood
A. Caspi, Science, 18 July 2003, Vol 301.
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
EARLY BRAIN and HUMAN DEVELOPMENT Outcome Measures a) Neurobiology - Cortisol – Epigenetics – Imaging b) Brain functions – Population-based
Pregnancy Age 0 - 18 months
Age 0 – 5/6 years - EDI
EDI is a crude macro measure of early brain development
03-085
Early Development Instrument (EDI) Physical health, activity, and well-being
Social knowledge and competence Emotional health/maturity
Language and cognitive development Communication skills and general knowledge
08-124
Physical Health, Physical Activity and Well-being This is a measure of brain development in connection with how it affects physical health, physical activity, coordination and well-being.
08-125
Social Competence Social competence includes ability to get along with others, respect for adults, self confidence, ability to control own behaviour, follow routines and capable of pro-social behaviour.
08-126
Emotional Maturity Emotional maturity includes the ability to reflect before acting, the ability to concentrate, and is often helpful to other children.
08-127
Language and Cognitive Development
This includes interest in books, reading and writing, rudimentary mathematics, ability to count and recognize numbers and geometric shapes.
08-128
Communication and General Knowledge
This includes communication skills such as telling a story, and having knowledge about the world around them, and being able to communicate with children and adults.
08-129
EDI Vulnerable Children
Score in the bottom 10% of any of the five assessments.
Canada – EDI Children 5-6 yrs
07-026
% Vulnerable
30
20
10
0
Q1
Q2
Q3 SES - Income
Q4
Adapted from NLSCY/UEY 1999-2000; EDI 1999-2000
NLSCY
Vulnerable Children Aged 4 to 6 – 07-085
07-080 07-080
Prevalence of Vulnerable Children
Ontario - NLSCY 1994-1998 40 30 1996 1994
20
1998
10 0
-1.5 -1.0 -0.5 0.0
0.5
1.0
Socioeconomic Status
1.5
08-130
British Columbia by District District
% vulnerable on one test
Kootenay W. Vancouver Kootenay Lake Boundary Richmond Vancouver Prince Rupert
13.3 14.1 18.1 18.6 26.7 37.9 39.6
Families’ Income 58,000 90,000 45,000 43,000 58,000 51,000 55,000
Australia – AEDI Children 5-6 yrs.
07-027
% Vulnerable
40
30
20
10
Q1
Q2
Q3 Q4 SES - Income
Q5
Q6
06-060
Proportion of Vulnerable Children Age 5, Perth - AEDI Suburb Canningvale Thornlie Huntingdale Gosnells Langford Maddington
SES 5 4 4 3 2 1
Vulnerability 1 test 2 tests 17.6 17.8 20.0 27.6 39.3 46.9
7.8 10.9 8.4 10.0 19.6 29.7 Adapted from
Brinkman, 2006
07-063
AEDI Results - SA % Vulnerable on 1 or more Test Roxby Downs Port Augusta
15.6 43.1
Ingle Farm Salisbury East
32.5 16.9
Alberton Croydon Park Seaton
10.5 43.3 50.0
06-149
Vancouver EDI Reading # of EDI Vulnerabilities
0 1 2-3 4-5
% Failing Grade 4
13.6 26.7 29.5 48.4
% Not Passing Grade 4
17.8 33.9 43.1 68.3
Hertzman, HELP, 2006
06-148
Vancouver EDI Numeracy # of Vulnerabilities
% Failing Grade 4
% Not Passing Grade 4
0 1 2-3 4-5
7.5 11.8 18.7 27.5
12.3 22.2 33.8 55.6
Hertzman, HELP, 2006
Math Scores, Ages 5-14
08-089
standardised mathematics score
(High SES) 2
0 median s -2
5
6
8
10
12
14
Students’s age
NZ Council for Educational Research
Math Scores, Ages 5-14
08-090
(Low SES)
standardised mathematics score
2
0
medians
-2
-4
5
6
8
10
12
14
student's age
NZ Council for Educational Research
07-204
Decrease in the % of vulnerable children in middle class districts as a result of improved ECD in Western Australia
Year District
2003 2006 Vulnerable on one test
Floreat
47.22%
14.3%
Wembley
47.11%
11.8% AEDI
06-001
Success by Ten Early Child Development Intervene early Intervene often
Intervene effectively Ludwig and Sawhill, Brookings Institution
08-031
A “Natural� Experiment: Romanian Orphans Adopted
Children adopted after 8 months of age show at 11 years in contrast to children adopted early: 1. Abnormal brain development (small brain, low metabolic activity, abnormal EEG) 2. Social and cognitive problems (IQ loss) 3. High vulnerability to behavioural problems (ADHD, aggression) Kolb, U Lethbridge
08-010
Romania – BEIP Project The cognitive outcome of children who remained in the orphanages was markedly below that of non orphanage children and children taken out of the orphanage and placed in foster care. Nelson et al. 2007. Science, v. 318
04-153
Abecedarian Study – Reading Effect Size 1.2
Primary Grades
Preschool
Preschool & Primary Grades
0.8
0.4
0
Age 8
Age 12
Age 15
Age at Testing
Age 21
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
03-074
WHO – Marmot Commission on Social Determinants of Health
08-113
Chapter 5 – Equity from the Start Recommendation 5.2: 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.
01-050
The principle of free education for school-age children is already entrenched throughout the rich world; there would be nothing incongruous about extending it further down the age range. The Economist, pg 16, July 18, 1998
01-039
www.founders.net To download this presentation, go to: Slides - Slide Shows
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 McCain, M.N., J.F. Mustard and S. Shanker. Early Years Study 2: Putting Science into Action. Toronto: Council for Early Child Development. 2007. www.councilecd.ca Mustard, J.F. Investing in the Early Years: Closing the gap between what we know and what we do. Adelaide: State of South Australia. 2008. www.thinkers.sa.gov.au Mustard, J.F. Literacy: Passport to Prosperity. Council of Ministers of Education, Canada. Pan-Canadian Interactive Literacy Forum. 2008. http://literacy.cmec.ca/