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transcript
December 27, 2016
INFANT-TODDLER SUCCESS:
LEVELING THE PLAYING FIELD
Phone: (909) 347-7313
www.InfantToddlerSuccess.org
info@InfantToddlerSuccess.org
December 27, 2016
THE INFANT-TODDLER SUCCESS PARENT
EDUCATION PROGRAM IS BASED ON CONSISTENT
NEUROSCIENCE RESEARCH:
• 0-3 yrs. largely determines later success in
school and in life
• 80-85% of the brain develops by age 3
• during this critical window, the foundations for
thinking, academic success, and social-emotional
competencies are formed
(e.g., Grunewald & Rolnick, 2006; Heckman, 2008, 2010; Suskind, 2015)
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A CHILD’S EXPERIENCES DURING THIS TIME
DETERMINE THE DEVELOPING BRAIN’S
ARCHITECTURE, NEURAL CONNECTIONS, AND HOW IT
FUNCTIONS…
• Experiences increase and strengthen
neural pathways in the brain
• Unused pathways are pruned away during
early childhood
(Gerhardt, 2015; Suskind, 2015; Nelson, Fox, & Zeanah, 2014)
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I. TYPES OF PARENTAL NURTURING (0-3 YRS.):
Nurturing is the single most important influence on early brain
development. It sets off neurochemical events that allow the
brain to develop normally.
Positive parenting: Children flourish with parental warmth,
responsiveness, and sensitive attunement (i.e., a “secure
attachment”). Results in optimal brain formation, creating the
foundation for optimal cognitive, language, social, and
emotional development.
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AUTHORITARIAN PARENTING STRESSES OBEDIENCE
AND CONFORMITY. IT TENDS TO USE HARSH,
TRADITIONAL PHYSICAL AND PSYCHOLOGICAL
PUNISHMENT, WHICH GREATLY INCREASES THE RISK
OF: • less optimal brain development
• weaker social and emotional development
• weaker language skills and cognitive functioning
• poor self-regulation, more behavior problems and attention deficits
• Being less ready to start school and less academically successful
• mental health problems
• lower I.Q.
(e.g., Cassidy & Shaver, 2016; Gerhardt, 2015; Guttmann-Steinmetz & Crowell, 2006; Main & Hesse, 2003; Masterson,
2006; Sroufe et al., 2001, 2006;Teicher, 2001, 2002; Teicher et al., 2003, 2004; Zila & Kiselica, 2001)
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ABUSIVE, NEGLECTFUL PARENTING RESULTS IN
SEVERELY LIMITED: • brain development and functioning
• social and emotional development
• self-regulation, attention span,
and impulsiveness
• school readiness and overall
academic performance
• self-regulation resulting in
behavior problems
• cognitive functioning, formal
reasoning, problem-solving,
memory, & learning capacity
• I.Q.
• Other negative outcomes
• Increased risk for teen
pregnancy, dropping out of
school, engaging in delinquent
behaviors, substance abuse
• higher risk for mental health
problems/psychopathology
(e.g., Cassidy & Shaver, 2016; Gerhardt, 2015; Guttmann-Steinmetz & Crowell, 2006; Main & Hesse, 2003; Masterson,
2006; Sroufe et al., 2001, 2006;Teicher, 2001, 2002; Teicher et al., 2003, 2004; Zila & Kiselica, 2001)
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EARLY EXPERIENCES STRENGTHEN NEURAL
PATHWAYS IN THE BRAIN; UNUSED PATHWAYS ARE
PRUNED AWAY DURING THE PRESCHOOL YEARS.
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BRAIN SCANS OF A HEALTHY CHILD AND ONE WHO
HAS EXPERIENCED SEVERE NEGLECT:
Children who experience
severe neglect, abuse, or
emotional trauma during
early development suffer
from abnormalities in brain
chemistry, brain functioning,
brain structure, and even
brain size
(e.g., Gerhardt, 2015; Perry, 2005; Teicher, 2001, 2002; Nelson, Fox, & Zeanah, 2013).
December 27, 2016
II. EARLY LANGUAGE ENVIRONMENT (0-3 YRS.):
Children need lots of “parent talk”
and book reading from infancy on!
A rich, positive language environment is
critical for optimal brain development.
The number of words infants and
toddlers hear during the first 3 years
of life is directly related to:
• learning to speak
• understanding the meaning of words
• size of vocabulary
• more neural connections in the brain
• Faster brain processing speed
• Improved self-regulation
• later reading and math ability
• school readiness and school success
• I.Q. at age 3 and beyond
(e.g., Hart & Risley , 1995, 2003; Suskind, 2015; Trelease, 2013)
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CHILDREN WHO COME TO SCHOOL WITH THE
MOST WORDS HEARD DO BETTER IN SCHOOL
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THE PROBLEM:
Parents with less education tend to:
• Have less knowledge of positive parenting strategies
• Focus on obedience & conformity
• Be less attuned to child’s signals & needs; and therefore
child(ren) are less attached to them
• Use authoritarian parenting approaches including harsher,
punitive parenting methods
• Be less likely to talk or read to their children
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With less child-directed supportive parent talk:
Slower in understanding language at 18 mos.
Slower vocabulary growth by age 2
Lower scores on language and cognitive assessments
in kindergarten and elementary school
STANFORD UNIVERSITY RESEARCH INDICATES THAT LOW-INCOME 5
YEAR OLDS SCORE ALMOST TWO YEARS BEHIND ON LANGUAGE
DEVELOPMENT TESTS WHEN THEY BEGIN SCHOOL.
(Fernald, Marchman, & Weisleder, 2013)
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URGENCY
OF TIMING
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DEMOGRAPHIC URGENCY – SAN BERNARDINO
COUNTY PUBLIC HEALTH PROFILES 2015 (CA DPH)
Approx. 33,000 live births annually in SBCo
• Single mothers (2013): 46.1% (SBCo) - 45.5% (RivCo)
• Family socio -economic status at birth (2013):
• 52.6% in poverty or near poverty
• Birthrate by income
• highest rates in families earning $0 - $10,000 annually
• Second highest rates in families earning $10,000 - $20,000
annually
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December 27, 2016
SOCIAL COSTS OF INEFFECTIVE PARENTING
For every dollar spent on the prevention of child abuse and early intervention,
$7-10 is saved down the road on social costs of crime, delinquency, school
dropouts, etc.
Illustrative annual costs resulting from ineffective parenting:
• Criminal behavior, drug use, and dropping out of school for single youth: $1.7 - $2.3 million
(Becker, 2001)
• High school dropouts: over the next decade, 12 million students will drop out, costing taxpayers
about $3 trillion, e.g., welfare, not paying taxes, incarceration costs (APA, 2012)
• Child abuse/neglect in 2008: $124 billion (CDC)
• Mental health disorders in children: $247 billion (Stroul et al., 2014)
• cost of incarceration in California alone: $11.2 billion - - more than the total spent on all levels
of education (VERA Institute of Justice, 2012)
• cost of teen childbearing: $9.2 billion (e.g., www.thinkprogress.org)
e.g., Fanton & McFarland, 2003; Heckman, 2008, 2011; Grunewald & Rolnick, 2005
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AN EXCERPT FROM THE INFANT-TODDLER SUCCESS PARENTING MANUAL
The Story of the Ham
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INFANT-TODDLER SUCCESS GOALS AND DISTINCTIVENESS
ITS GOALS ARE TO GIVE CHILDREN THE OPPORTUNITY TO MEET THEIR POTENTIAL – IN
HEALTH, EDUCATION, AND OVERALL SUCCESS – BY SHARING WITH PARENTS THE
FINDINGS OF NEUROSCIENCE AND CHILD DEVELOPMENT RESEARCH ON STRATEGIES
THAT PROMOTE INFANT AND TODDLER COGNITIVE AND SOCIOEMOTIONAL
DEVELOPMENT.
• THE INFANT-TODDLER SUCCESS PROGRAM, FORUMLATED BY UNIVERSITY FACULTY
WHO TEACH AND ENGAGE IN CHILD DEVELOPMENT RESEARCH, IS DISTINCTIVE IN ITS
OVERALL APPROACH. ITS CLASSES ARE:
• BASED ON THE MOST RECENT NEUROSCIENCE AND CHILD DEVELOPMENT RESEARCH, WITH
RIGOROUS ASSESSMENT AT EACH STEP OF THE PROGRAM;
• OFFERED BY CHILD DEVELOPMENT MASTERS GRADUATES AND/OR ADVANCED GRADUATE
STUDENTS;
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INFANT-TODDLER SUCCESS GOALS AND DISTINCTIVENESS - 2
• CONCENTRATED ON PARENTS OF CHILDREN UP TO 3 YEARS OLD, WHEN 80-85
PERCENT OF THE BRAIN IS FORMED;
• FOCUSED ON TREATING NEGLECT, ABUSE AND HEALTH ISSUES AS WELL AS
COGNITIVE AND SOCIOEMOTIONAL DEVELOPMENT AIMED AT ELIMINATING
THE ACHIEVEMENT GAP;
• TAUGHT IN EITHER SPANISH OR ENGLISH BASED ON THE PARENTS’ BEST
UNDERSTOOD LANGUAGE;
• ACCOMPANIED BY A MEAL, CHILDCARE BY ADVANCED CHILD DEVELOPMENT
STUDENTS, AND AFTER EACH CLASS A CHILDREN’S BOOK TO READ;
December 27, 2016
INFANT-TODDLER SUCCESS GOALS AND DISTINCTIVENESS - 3
• SUPPLEMENTED WITH A HELPLINE FOR PARENTS TO HAVE QUESTIONS
ANSWERED UNTIL THE CHILD ENTERS KINDERGARTEN;
• FOLLOWED BY REGULAR COMMUNICATION WITH PARENTS WHO HAVE TAKEN
THE CLASSES;
• RECONVENED EVERY FOUR MONTHS – TO ANSWER QUESTIONS,
CONTINUOUSLY ASSESS THE PROGRAM, AND ASSURE SCHOOL READINESS –
UNTIL THE CHILD ENTERS KINDERGARTEN; AND
• OFFERED AT A FRACTION OF THE COST OF HOME VISIT PROGRAMS.
December 27, 2016
CLASSES FOR PARENTS, & CAREGIVERS OF
CHILDREN AGES 0-36 MONTHS
• 8 two-hour classes 2x a week for four weeks
• In Spanish or English
• Childcare, meals, children’s books & Helpline
• Quarterly follow -ups until kindergarten to
answer questions, assess effectiveness, &
ensure school readiness
• Prevent child abuse and neglect
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providing parenting education throughout the IE since 2000
• significant improvement in parenting knowledge and skills
• Significant improvement in child behavior
• 95% or more felt that classes improved their parenting efficacy
and confidence
The Parenting Center
Institute of Child Development and Family Relations
California State University, San Bernardino
(Kamptner et al., submitted for publication; Lakes et al., 2008; Lakes et al. 2009)
December 27, 2016
CURRICULUM TOPICS:
• Essential need for secure attachment
• Parental time with children
• Positive child guidance methods (instead of punishments)
• talking with and reading aloud to very young children
• Understanding and responding to children’s needs
• Enriching activities for infants and toddlers
• Differential Neurochemical and psychological effects of positive
parenting, authoritarian parenting, abuse and neglect, and its impact on
physical and emotional health
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PARENT SUCCESS STORIES:
• Mom makes scrapbook of parenting manual to
pass on to her daughter
• Other Success Stories….
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PARENTS ARE A CHILD’S FIRST AND MOST
IMPORTANT TEACHER
• Teachers spend fewer than 1000 hours
with children during kindergarten
• Primary caregivers spend more than
50,000 hours with their children by age 6
(Trelease, 2013)
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THE HOME-TEAM ADVANTAGE
Supporting children & families
through collaboration
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ENGAGING THE COMMUNITY TO REACH FAMILIES
• To reach parents, grandparents and
caregivers, we work with following:
• Education
• Healthcare
• Faith-Based
• Media
• City and County Offices
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PARTNERS:
• SBCUSD – funding for 20 classes
• Making Hope Happen Foundation of SBCUSD – one of three priorities
• The Community Foundation – fiscal agent
• Parenting Center at CSUSB’s Institute of Child Development and Family
Relations – curriculum and Instruction
• Diocese of San Bernardino and Other Churches – spreading the Word
• Dignity Hospitals – facilities and community outreach
• The California Endowment, San Manuel Band of Mission Indians, and
Individuals – donations
• IE Children’s Book Project & Molina Foundation – books
December 27, 2016
QUESTIONS?
(909) 347-7313