Palestra The Scientific Foundations of Early Childhood Development

The Scientific Foundations of Early Childhood Development

JACK P. SHONKOFF, M.D. Julius B. Richmond FAMRI Professor of Child Health and Development Professor of Pediatrics and Director, Center on the Developing Child Harvard University Simp처sio Internacional de Desenvolvimento da Primeira Inf창ncia S찾o Paulo, Brazil | October 20, 2011

The Foundation of a Successful Society is Built in Early Childhood Healthy development in the early years provides the building blocks for educational achievement, economic productivity, responsible citizenship, lifelong health, strong communities, and successful parenting of the next generation.

Advances in neuroscience, molecular biology, genomics, and the behavioral and social sciences could be leveraged to catalyze innovative policies and practices across sectors to strengthen impacts.

Experiences Build Brain Architecture

Neural Circuits are Wired in a Bottom-Up Sequence Language Sensory Pathways (Vision, Hearing)

Higher Cognitive Function

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) Source: C.A. Nelson (2000)

Brains and Skills are Shaped by “Serve and Return” Human Interaction

Barriers to Educational Achievement Emerge Before School Begins Richest 25%

110 100

50-75%

Language Skills (Median TVIP Score)

90 80 25-50%

70 60

Poorest 25%

36

42

48

54

60

66

72

Child’s Age (Months) Source: Schady and Paxton (2005)

The Ability to Change Brains Decreases Over Time

Normal Brain Plasticity Influenced by Experience

Birth

10

20

Physiological “Effort” Required to Enhance Neural Connections

30

40

Age (Years)

50

60

70

Source: Levitt (2009)

Toxic Stress Derails Healthy Development

Three Levels of Stress Response Positive

Brief increases in heart rate, mild elevations in stress hormone levels.

Tolerable

Serious, temporary stress responses, buffered by supportive relationships.

Toxic

Prolonged activation of stress response systems in the absence of protective relationships.

Profound Deprivation Affects Brain Power

Positive Relationships

Extreme Neglect

Source: C.A. Nelson (2008); Marshall, Fox & BEIP (2004).

Children with Developmental Delays

Significant Adversity Impairs Development in the First Three Years 100% 80% 60% 40% 20%

1-2

3

4

5

6

Number of Risk Factors

7 Source: Barth, et al. (2008)

Biological “Memories� Link Maltreatment in Childhood to Greater Risk of Adult Heart Disease 50% Percent of adults with biological marker for greater risk of heart disease

40%

30%

20%

10%

Control

Source: Danese et al. (2008)

Depression (age 32)

Maltreated Depression (as a child) (age 32) + Maltreated (as a child)

Early Life Experiences Are Built Into Our Bodies (For Better or For Worse) Stable and supportive relationships, languagerich environments, and mutually responsive, “serve and return� interactions with adults promote healthy brain architecture and adaptive regulatory systems.

Excessive or prolonged activation of stress response systems and reduced availability of the buffering protection of supportive relationships can weaken brain architecture and disrupt the development of other organ systems.

Current Conceptual Framework Guiding Early Childhood Policy and Practice Significant Adversity

Healthy Developmental Trajectory

Impaired Health and Development Supportive Relationships, Sound Nutrition, Stimulating Experiences, and Health-Promoting Environments

Building an Enhanced Theory of Change that Balances Enrichment and Protection Significant Adversity

New Protective Interventions Healthy Developmental Trajectory

Supportive Relationships, Sound Nutrition, Stimulating Experiences, and Health-Promoting Environments

Keys to Healthy Brain Development Supportive relationships and positive learning experiences that begin at home but can be strengthened by outside assistance when families need help A balanced approach to emotional, social, cognitive, and language development

Highly specialized interventions as early as possible for children and families experiencing significant adversity

Preventive Intervention is More Efficient and Produces More Favorable Outcomes Than Later Remediation Programs targeting the earliest years

Preschool programs

Rates of return to human capital investment

K-12 Schooling College or job training

B-3

4-5

6-18

Age

19+ Source: Heckman, J. (2007)

Cost/Benefit Analyses Show Positive Returns Early Childhood Programs Demonstrate a Range of Benefits to Society

$9.20

$10

$8

$5.70

Total Return per $1 Invested

$6

$4

$3.23

$2 Break-Even Point 0 Abecedarian Project (through age 21) Sources:

Nurse Family Partnership (High Risk Group)

Karoly et al. (2005)

Perry Preschool (through age 40)

Heckman et al. (2009)

Take-Home Messages for Policy and Practice Early experiences are built into our bodies – for better or for worse.

A strong foundation for healthy development and positive educational achievement requires us to both stimulate minds and protect brains.

www.developingchild.harvard.edu