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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
Simpósio Internacional de Desenvolvimento da Primeira Infância São 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
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)
Sensory Pathways (Vision, Hearing)
Language Higher Cognitive Function
Source: C.A. Nelson (2000)
Brains and Skills are Shaped by “Serve and Return” Human Interaction
Barriers to Educational Achievement Emerge Before School Begins
36
Language Skills (Median TVIP Score)
Poorest 25%
Richest 25%
50-75%
Child’s Age (Months)
60
90
Source: Schady and Paxton (2005)
80
100
110
42 48 54 60 66 72
70 25-50%
The Ability to Change Brains Decreases Over Time
Source: Levitt (2009)
Birth 10 20 30
Physiological “Effort” Required to Enhance Neural Connections
Normal Brain Plasticity Influenced by Experience
Age (Years)
40 50 60 70
Toxic Stress Derails Healthy Development
Toxic Prolonged activation of stress response systems
in the absence of protective relationships.
Three Levels of Stress Response
Tolerable Serious, temporary stress responses, buffered by supportive relationships.
Positive Brief increases in heart rate,
mild elevations in stress hormone levels.
Source: C.A. Nelson (2008); Marshall, Fox & BEIP (2004).
Extreme Neglect Positive Relationships
Profound Deprivation Affects Brain Power
Significant Adversity Impairs Development in the First Three Years
Number of Risk Factors Source: Barth, et al. (2008)
Ch
ild
ren
wit
h
Develo
pm
en
tal
Dela
ys
1-2 3 5 4 6 7
20%
40%
60%
80%
100%
Biological “Memories” Link Maltreatment in Childhood to Greater Risk of Adult Heart Disease
Percent of adults with biological
marker for greater risk of
heart disease
Source: Danese et al. (2008)
Control
10%
20%
40%
30%
50%
Depression (age 32)
Depression (age 32) + Maltreated (as a child)
Maltreated (as a child)
Early Life Experiences Are Built Into Our Bodies (For Better or For Worse)
Stable and supportive relationships, language-rich 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.
Significant Adversity
Supportive Relationships, Sound Nutrition, Stimulating Experiences, and Health-Promoting Environments
Healthy Developmental Trajectory
Impaired Health and Development
Current Conceptual Framework Guiding Early Childhood Policy and Practice
New Protective Interventions
Building an Enhanced Theory of Change that Balances Enrichment and Protection
Significant Adversity
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
Highly specialized interventions as early as possible for children and families experiencing significant adversity
A balanced approach to emotional, social, cognitive, and language development
Preventive Intervention is More Efficient and Produces More Favorable
Outcomes Than Later Remediation
Source: Heckman, J. (2007)
B-3 4-5 6-18 19+
Rates of return to
human capital
investment
Preschool programs
K-12 Schooling
College or job training
Programs targeting the earliest years
Age
Cost/Benefit Analyses Show Positive Returns Early Childhood Programs Demonstrate a Range of Benefits to Society
$2
$6
$8
$4
$10
$3.23
Abecedarian Project
(through age 21)
$5.70
Nurse Family Partnership
(High Risk Group)
Perry Preschool (through age 40)
Total Return per $1 Invested
Sources: Heckman et al. (2009) Karoly et al. (2005)
Break-Even Point
0
$9.20
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