Early Child Development - Adelaide Thinkers in Residence

Public Lecture & A.W. Jones Oration
Adelaide, South Australia
Early Child Development – The
Building Blocks for Successful
Societies
By J. Fraser Mustard
Founding President, CIAR
Adelaide Thinker in Residence
March 19, 2007

New
Early Child Development
Closing the gap between
what we know and what we do

04-131

04-132
“One cannot emphasize too
strongly the importance of those
first years for the course that a
child will follow throughout his
entire life.”
Erasmus (1529, p. 309)

04-133
“Thank you for presenting
conclusive evidence about
what we intuitively know.
When we deal with
dysfunctional families, we put
the children in limbo, and
damage them permanently.”
Provincial Court Judges

04-152
WHAT DO
WE NOW KNOW?

03-080
Experience-Based Brain Development in
the early years of life sets neurological
and biological pathways throughout life
that affect:
Health
Learning
Behaviour

03-013
The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.

04-039
Two Neurons
Axon
RECIPIENT
NEURON
Synapse
SIGNAL-
SENDING
NEURON
Dendrite

04-212
Sound
Vision
Smell
Touch
Proprioception
Taste
Neal Halfon

03-078
Experience and Brain Development
Stimuli switch on genetic pathways
- differentiate neuron function
Stimuli affect the formation of
the trillion of connections (synapses)
among the billions of neurons

04-042
SENSING
PATHWAYS

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)

New
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
Sensing
Pathways
(vision, hearing)
Language
Higher
Cognitive Function
Conception
-6
-3 0 3 6 9 1 4 8 12 16
Months
Years
AGE
C. Nelson, in From Neurons to Neighborhoods, 2000.

New
Allostasis & Allostatic Load
(Stress)

03-002
Sensory
Stimulus
Thalamus
Cortex
Amygdala
Cortisol
Hypothalamus
PVN
CRF
ACTH
PIT
Hippocampus
+ + - -
Cortisol
Adrenal
Cortex
LeDoux, Synaptic Self

05-212
Limbic HPA Pathway - Stress
Cortisol – Over Production
Behaviour, Depression,
Type II Diabetes, Malnutrition,
Cardiovascular Disease, Memory,
Immune System Disorders,
Drug and Alcohol Addiction

05-213
Sensory Pathways
and the Limbic HPA Pathway
Touch and Other Sensory
Pathways in the Early Period are
Critical Pathways
Rats – Mothers licking pups
Monkeys – Peer vs mother rearing
Humans – Attachment
– Prematurity

05-056
Individual differences in stress reactivity of the adult rat
are determined by maternal behaviour during infancy
HIGH LG
LOW LG
Development of
Stress Reactivity
Modest Stress
Reactivity
Reduced Risk
for Disease
Increased Stress
Reactivity
Increased Risk for Heart
Disease, Type II Diabetes,
Alcoholism, Affective
Disorders, Brain Aging, etc.
M. Szyf

05-042
S. Suomi

06-028
Rhesus Macaque Monkeys –
Serotonin Transporter Gene
Poor nurturing in infancy
Long allele, no behaviour problems
Short allele, significant behaviour
problems and alcohol addiction
Probably Epigenetic Effect

04-144
Epigenetics and Brain Plasticity
Experience and methylation of DNA
Imprints dynamic environmental
experiences on the fixed genome
Maternal behaviour affects DNA
methylation
Can be transmitted to offspring

05-059
Hippocampal GR(1 7 ) Region 16
(5’ NGFI-A RE) Methylation Timeline
1.2
Mean C-Methylation
0.8
0.4
Low
High
0
Embryo
Day 20
Birth
Day 1
Age
Pup
Day 6
Weaning
Day 21
Adult
Day 90
M. Szyf

06-105
Epigenetics
According to Dr. Szyf,
epigenetic modifications in
response to maternal care
occur during the critical period
early after birth.
The effects are stable and
persist into adulthood.
The Economist, p. 89, Sept 23, 2006

03-089
Serotonin Transporter Gene
Experience in Early Life - Depression
Depression
Risk
.70
.50
Age 26
S = Short Allele
L = Long Allele
SS
SL
.30
LL
No Abuse Moderate Abuse Severe Abuse
Early Childhood
A. Caspi, Science, 18 July 2003, Vol 301.

07-004
Experience and Brain Maturation
After sensitive period has passed,
critical mechanisms operate less
effectively.
Difficult for subsequent experience
to change initial structure and
function.

New
Human Early
Experience &
Development

03-065
Behaviour

06-085
Early Development and Behaviour
Attention-Deficit Hyperactivity Disorder
(ADHD)
Autism
Antisocial
Depression

02-011
Behaviour
“The aftermath … [of poor early child
development] can appear as depression,
anxiety, suicidal thoughts or posttraumatic
stress – or as aggression,
impulsiveness, delinquency, hyperactivity
or substance abuse.”
Martin Teicher
Scientific American, 2002

05-115
Romanian Adoption Project
Scores at 10.5 Years
CB EA RO
IQ 108 99 85
Language
Score 106 99 88
Behaviour 13% 9% 43%
CB - Canadian Born
EA - Early Adopted
RO - Romanian Orphanage
L. Le Mare

Log10 Salivary Cortisol
00-046
Evening Cortisol Levels Increase with
Months of Orphanage Rearing *
-0.2
-0.4
-0.6
-0.8
-1
-1.2
0 10 20 30 40 50
Months of Orphanage Rearing
*linear trendline

Healthy Brain
Front
Unhealthy Brain
Normal Child
Back
Romanian Orphan
Most Active
Least Active

06-137
Language & Literacy

01-012
Early Brain Development and
Criminal Behaviour
Significant correlation with registered
criminality (teenage) appeared for language
development at 6, 18, and 24 months
Stattin, H. et al -Journal of Abnormal
Psychology102;
369, 1993

04-200
Early Child Development and Language
Brain development for language
starts early – largely completed by
7 months
Sets capability for mastering
multiple languages
Sets literacy and language trajectory

01-040
Five Levels of Literacy
Level 1:
Level 2:
Level 3:
Level 4
and 5:
indicates persons with very poor skills.
people can deal with material that
is simple
is considered a suitable minimum for
coping with the demands of everyday life
describe people who demonstrate
command of higher-order processing
skills

00-085
Socioeconomic
Gradients for
Document
Literacy Scores
Mean scores
350
330
310
Sweden
Netherlands
Canada
290
270
250
230
210
190
International
Mean
Chile
170
0 5 10 15 20
Parents’ Education (years)

06-114
Socioeconomic Gradients for
Document Literacy Scores
Mean Scores
350
310
270
Intern’l Mean
Canada
Sweden
Finland
Australia
U.S.
U.S.
Canada
230
Australia
Sweden
190
Finland
0
3 5 7 9 11 13 15 17 19
Parents’ Education (years)
OECD, 2000

Language Score
00-042
Sociocultural
Gradients for
Language
Scores
By Country
360
320
280
Chile
Cuba
Argentina
Brazil
Colombia
240
Mexico
200
1 4 8 12 16
Parents' Education (Years)

05-066
Grade 3 Language Scores
Argentina _ _ _ _ _ _ _ _
Brazil _ _ _ _ _ _ _ _ _ _
Chile _ _ _ _ _ _ _ _ _
Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mexico _ _ _ _ _ _ _
100 150 200 250 300 350 400
UNESCO, 1998

New
Cuba - 0 to 6 Program
Starts at Birth – not compulsory
Community Leader
99% of Families now take part
All Staff Educated for 4 Years
Educated in Developmental
Neuroscience

03-063
Health

01-010
"Follow up through life of successive
samples of birth has pointed to the
crucial influence of early life on
subsequent mental and physical health
and development."
Acheson, Donald -Independent Inquiry into
Inequalities in Health,1998

00-069
Health Problems Related
to Early Life
Coronary Heart Disease
Non-insulin Dependent Diabetes
Obesity
Blood Pressure
Aging and Memory Loss
Mental Health (depression)
Drug and Alcohol Addiction

New
Development Status
of Children Aged 4 to 5
Canada and Australia

03-018
Vulnerable Children Aged 4 to 6 –
40
NLSCY 1998
Prevalence of
Vulnerable
Children
30
20
Ontario
Rest of Canada
10
0
-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
Socioeconomic Status

07-026
Vulnerability - Canada – EDI
Children 5-6 yrs
% Vulnerable
30
20
10
0
Q1 Q2 Q3 Q4
SES - Income
Adapted from NLSCY/UEY 1999-2000;
EDI 1999-2000

07-027
% Vulnerable
Australia – AEDI
Children 5-6 yrs.
40
30
20
10
Low
1 2 3
4
5
6
SES - Income
High

07-155
AEDI Results - SA
% Vulnerable on 1 or more Test
Roxby Downs 15.6
Port Augusta 43.1
Ingle Farm 32.5
Salisbury East 16.9
Alberton 10.5
Croydon Park 43.3
Seaton 50.0

New
In Ontario and South Australia,
about 25% of children are
vulnerable at Age 5
In Ontario over 40,000
children
In South Australia, over
5,000 children

New
Parenting

03-018
Vulnerable Children Aged 4 to 6 –
NLSCY 1998
40
Prevalence of
Vulnerable
Children
30
20
Ontario
Rest of Canada
10
0
-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
Socioeconomic Status

07-096
07-080
07-080
Parenting Style
% of Population
Authoritative 33%
Authoritarian 25%
Permissive 25%
Irrational < 17%

% of children
99-005
The Prevalence of Children Vulnerable
by Parenting Style for Ontario
45
40
35
30
25
20
15
10
5
43.5
30.0 29.1
19.6
0
Permissive
irrational
authoritarian permissive authoritative

New
Factors to be considered
in closing the gap
Role of women in society
Moving to knowledge-based society
Socio-economic circumstances
Investment for the future

07-055
What Provides the Best Results
for Early Child Development?
Full year Centre-based programs
that:
Start early
Involve parents
Home visiting
Qualified staff in neuroscience and
development

05-029
Early Child Development
and Parenting Centres
Offer from conception to school entry
Provide support for parents
Learn parenting by doing
Provide full day/full year non-parental care
Amalgamation of education and health
programs based on primary schools sites
Link to Children’s Services as needed

Set
Parental Leave
Provide 18 months parental leave
with income support, followed by one
day weekly leave for both parents
until age three to be involved in the
Early Child Development & Parenting
Centre.

07-048
Staff for ECD Centre
Well educated and trained
Need to understand new knowledge
from neuroscience and biological
sciences
Pay scale the same as for teachers

07-115
ECD-P Centre &
Child Protection
Courts could refer child to the
centre with care provider
For homeless mothers –
Residence and ECD-P Program

04-043
Child Development & Parenting Centres
Age 0 to 6 (Includes JK & SK)
Cost Per Child
Province of Ontario $7,500
Federal Reserve Bank $9,500
USA
Estimates for SA
$7,500
(per infant, toddler & young child 0-6 yrs old)

04-034
Barriers to Implementing
ECD-P Programs
1. Economics
2. Lack of understanding (public and
professional)
3. Lack of qualified staff
4. The state as a nanny
5. No commitment to equality of opportunity
for all young children

97-044
The Mismatch Between Opportunity
and Investment
Brain's "Malleability"
Spending on Health,
Education and Welfare
0 3 10 70
Age

02-056
Policies to Foster Quality
Human Capital
"We cannot afford to postpone investing in
children until they become adults nor can we
wait until they reach school - a time when it
may be too late to intervene."
Heckman, J., 2001
(Nobel Prize Economics, 2000)

Public expenditures for children 0-17 years of
age, Sweden 1995, by age of child
200000
160000
SEK/year
120000
80000
40000
0
0 2 4 6 8 10 12 14 16 18
Year
Transfers Preschool School Healthcare

01-050
‘Give everybody a fair chance.
This means investing in childhood
nutrition and preschool education.’
The Economist, Oct 7, 2006

Early Child Development, Human
Evolution and the Continuing Evolution
of Civilizations in the 21 st Century
05-216
Improve health and well-being of populations
Improve ability and the competence and
capability of populations
Continue evolution of democratic, tolerant,
pluralistic, sustainable societies
Improve equity in health, literacy and income

07-039
If the Government of South
Australia can put in place quality,
universal and accessible ECD-P
Centres, they will be world leaders
in providing equality of opportunity
for all young children.

Pilot Projects
Pt Augusta
Kaurna Plains

07-018
Council for Early Child Development
Putting Science Into Action
“…What we envision will be a first "tier" program
for early child development, as important as the
elementary and secondary school system and
the post-secondary education system. The
system should consist of community-based
centres operating at the local level within a
provincial framework…”
Early Years Study
McCain & Mustard, 1999. p. 20

01-039
www.founders.net
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References
References
1. From Early Child Development to Human Development.
Editor: Mary Eming Young, World Bank, Washington, 2000.
2. Synaptic Self: How Our Brains Become Who We Are.
Joseph LeDoux, Viking Penguin, New York, 2003.
3. The End of Stress As We Know It. Bruce McEwen, Joseph
Henry Press, Washington, 2002.
4. Developmental Health and the Wealth of Nations. Editors:
Daniel P. Keating, Clyde Hertzman, The Guilford Press,
New York, 1999.
5. From Neurons to Neighborhoods. The Science of Early
Child Development. Editors: Jack P. Shonkoff and Deborah
A. Phillips, National Academy Press, Washington, 2000.
6. Early Years Study, Final Report Reversing the Real Brain
Drain. Hon. Margaret Norrie McCain and J. Fraser Mustard,
Publications Ontario, Toronto,1999.

7. Vulnerable Children. Editor: J. Douglas Willms, University of
Alberta Press, Edmonton, 2002.
8. Readiness to Learn at School. Magdalena Janus and Dan
Offord, In: Isuma (Canadian Journal of Policy Research) Vol. 1,
No. 2, 2000.
9. Why are some people healthy and others not? Editors: Robert
G. Evans et al, Aldine De Gruyter, New York, 1994.
10. The Early Years Study Three Years Later. Hon. Margaret Norrie
McCain and J. Fraser Mustard, The Founders’ Network, 2002.
11. Choice for parents, the best start for children: a ten year
strategy for childcare. Dept. for Education and Skills, HM
Treasury. www.hm-treasury.gov.uk. 2004.
12. Behaviour (Affect), Literacy, and Early Child Development. J.
Fraser Mustard. Paper prepared for the 5 th International
Encounter of Early Childhood. Monterrey, Mexico. 2005.

13. Early Child Development and Experience-based Brain
Development: Implications for the Continuing Experiments in
Civilization. J. Fraser Mustard. World Bank. Washington. (in press)
14. What the EDI Is (Not). Hillel Goelman and Clyde Hertzman.
2004. www.earlylearning.ubc.ca
15. The Balance Within. Esther Sternberg. W.H. Freeman. New
York. 2000.
16. Healthier Societies: From Analysis to Action. Jody Heymann,
Clyde Hertzman, Morris Barer and Robert Evans, Eds. New York:
Oxford University Press. 2005.
17. ECD and Experience-based Brain Development: The Scientific
Underpinnings of the Importance of Early Child Development in a
Globalized World. J. Fraser Mustard. Washington: Brookings
Institution. 2006.
http://www.brookings.edu/views/papers/200602mustard.htm
18. Success by Ten. Jens Ludwig and Isabel Sawhill.
Washington: Brookings Institution. 2006.