Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals

1. Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals The 2013 Annual Early Childhood Conference of the Bennington County Child Care Association & Partners November 2nd , 2013 Todd Grindal, Abt Associates Julius B. Richmond Dissertation Fellow Harvard Center on the Developing Child

2. Elementary School Teacher (2001-2002) Preschool Teacher (2002-2005, 2007)

3. Outline of Today’s Activities Core concepts of early development Research on the impact of early childhood programs Discuss how this material is relevant to your work

4. My objectives for this workshop Help each of you develop a deeper understanding of the science of child development its implications for you work with children & families. Lean about issues related to early childhood policy and practice in Vermont

5. What are your objectives for today? (please share with the person sitting next to you) Why might it be useful for early childhood professionals to understand the underlying science of child development?

6. Core Concept 1: Experiences Build Brain Architecture

7. Looking inside the brain

8. Experience Shapes Brain Architecture by Over-Production Followed by Pruning (700 synapses formed per second in the early years) birth 6 years 14 years

9. Neural Circuits are Wired in a Bottom-Up Sequence Language Higher Cognitive Function Sensory Pathways (Vision, Hearing) 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: Nelson (2000)

10. The Ability to Change Brains Decreases Over Time Normal Brain Plasticity Influenced by Experience Physiological “Effort” Required to Enhance Neural Connections Birth 10 20 30 40 50 60 70 Age (Years) Source: Levitt (2009)

11. Experiences Build Brain Architecture • Reviewing Key Terms • Neuron • Synapse • Pruning • Sensitive periods • Plasticity

12. Experiences Build Brain Architecture Activity Based on the information on brain architecture, why might attending a high quality childcare program be beneficial for young children?

13. Core Concept 2: Interactions Shape Brain Circuitry

14. Brains and Skills are Shaped by the “Serve and Return” Nature of Human Interaction

15. Language environment impacts children’s language development 1200 College Educated Parents Working Class Parents 600 Cumulative Vocabulary (Words) Welfare Parents 200 16 mos. 24 mos. 36 mos. Child’s Age (Months) Source: Hart & Risley (1995)

16. Early Experiences Alter Gene Expression and Shape Development Neuron

17. Genes Carry Instructions that Tell Our Bodies How to Work Gene DNA Nucleus Chromosome

18. Early Experiences Leave Lasting Chemical “Signatures” on Genes External Experience Epigenetic “Signature” Turns Gene On or Off Gene Regulatory Proteins

19. Example 1: Early Experience Affects Differences in Adult Anxiety in Mice Neuroscience basis for individual differences High care Low Low care High Source: Gross & Hen, 2004

20. Gene/Environment InteractionAn Example http://learn.genetics.utah.edu/content/epigenetics/rats/

21. Interactions Shape Brain Circuitry • Reviewing Key Terms • Serve and Return • Gene-Environment Interaction

22. Experiences Build Brain Architecture Activity Imagine you are preparing to share some information on children's brain development at a preschool back-to-school night. What of 3 ways children engage in serve and return behaviors while in the classroom? & What are 3 ways parents could engage in serve and return behaviors with parents outside of school?

23. Core Concept 3: Early Life Experiences are Built Into Our Brains and Bodies ( for better or for worse)

24. 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.

25. Toxic Stress Changes Brain Architecture Typical neuron— many connections Normal Toxic stress Damaged neuron— fewer connections Prefrontal Cortex and Hippocampus Sources: Radley et al. (2004); Bocket al (2005)

26. Severe Neglect Affects Brain Power Positive Relationships Extreme Neglect Source: C.A. Nelson (2008); Marshall, Fox & BEIP (2004)

27. Significant Adversity Impairs Development in the First Three Years 100% 80% Children with Developmental Delays 60% 40% 20% 1-2 3 4 5 6 7 Number of Risk Factors Source: Barth, et al. (2008)

28. Risk Factors for Adult Heart Disease are Embedded in Adverse Childhood Experiences 3.5 3 2.5 Odds Ratio 2 1.5 1 0.5 0 1 2 3 4 5,6 7,8 Adverse Experiences Source: Dong, et al. (2004)

29. Caregivers Depression Can Have a Profound Impact on Young Children Still Face Experiment http://www.youtube.com/watch?v=apzXGEbZht0

30. Example 3: Early Abuse Affects Later Behavior Source: Pollak & Kistler (2002)

31. Profound NeglectImpairs Physical Growth 11-Year-Old Girl(height-for-age = 48 month old) Source: Johnson et al. (2000)

32. Positive early experiences yield positive long-term outcomes

33. Bucharest Early Intervention Project • Children randomly assigned to leave the institution and be placed and high quality foster care environment • Children placed in foster care before age 2 appear to catch up with typical children on measures of cognitive development • These children had lower rates of ADHD, disruptive behaviors, and depression when compared to children who stayed in the institution • As a result of this study, • The Romanian government passed a law forbidding the institutionalization of non-handicapped children under age 2. • Over 27,000 foster homes have been created.

34. Long-term effects of Head Start • Head Start closes one-third of the gap between median and low income family income on a summary of young adult outcomes: • High school graduation • College attendance • Idleness (not in high school, no wages) • Crime • Teen parenthood • Health status Source: Deming, 2009

35. Preschools in the Public Schools • Chicago Child-Parent Center (2004) • Children who did not receive a strong education from PK through 3rd grade were three times more likely to be held back and more likely to be placed in special education than those who had a strong PK-3 foundation. • Preparing to Succeed-Boston (2011) • Attending preschool erased the Latino/white test score gap and significant reduced the African American/White test score gap Source: Reynolds, et al., 2004

36. The impact of attending high quality early childhood education can be observed nearly four decades later

37. Rates of return to human capital investment Source: Heckman, 2006 p.1902

38. Cost/Benefit Analyses Show Positive Returns Early Childhood Programs Demonstrate Range of Benefits to Society $9.20 $10 $8 $5.70 Total Return per $1 Invested $6 $3.23 $4 $2 Break-Even Point 0 Nurse Family Partnership (High Risk Group) Abecedarian Project (through age 21) Perry Preschool (through age 40) Sources: Karoly et al. (2005) Heckman et al. (2009)

39. 36 months: Adjusted means for child outcome by quality Adjusted means Source: NICHD ECCRN, 2000

40. The best of what we do is still not good enough

41. Program Evaluation Research Helps Identify Effectiveness Factors • Not all programs are effective. • Effectiveness factors are key to distinguishing those programs that work from those that do not. • Our goal: to provide clearer guidance than the usual calls for “quality.” Source: Center on the Developing Child at Harvard University (2007)

42. Effectiveness Factors for Early Care and Education Programs • Skilled and well-compensated personnel • Small group sizes and high adult-child ratios • Language-rich environment • Developmentally appropriate “curriculum” • Safe physical setting • Warm and responsive adult-child interactions Source: Center on the Developing Child at Harvard University (2007)

43. Effectiveness Factors for Parenting Education Programs: Parenting education with modeling and/or opportunities for practice Grindal et. al. (under review)

44. Four Targets for Professional Development Educator Education, ECE Training, Well-Being Institutional/Organizational Practices Classroom/Group Setting Quality Practices Related to Specific Child Outcomes Source: U.S. Department of Education (2010)

45. Current Conceptual Framework for Early Childhood Policy and Practice Sources of Toxic Stress Healthy Developmental Trajectory Delayed Development Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments

46. Designing an Enhanced Framework that Balances Enrichment and Protection Protective Interventions Sources of Toxic Stress Healthy Developmental Trajectory Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments

47. An Integrated, Science-Based Logic Model Could Inform More Effective Early Childhood Policies and Programs Preconception Prenatal Early Childhood Biological Adaptations or Disruptions Policy & Program Levers for Innovation Foundations of Healthy Development Caregiver & Community Capacities Health & Development Across the Lifespan Middle Childhood Adolescence Adulthood Source: Center on the Developing Child (2010)

48. Brain Hero! http://www.youtube.com/watch?v=s31HdBeBgg4

49. Thank you !

50. www.developingchild.harvard.edu