Early Child Development and its Contribution to Economic Development

1
Early Child Development and its Contribution to
Economic Development
Crown Solicitors Office
Adelaide, South Australia
By J. Fraser Mustard Founding President, CIAR
Adelaide Thinker in Residence
November 20, 2006
2
01-002
The Growth of the World Population and
6
Some Major Events in the History of Technology
?

Exponential
Knowledge
and
4
Technology
Growth
Population (x 109)

2
Beginning of
Industrial
Revolution
Printing
1st Agricultural
Press

Revolution
9BC


2AD
0
3BC
1BC
5BC
1AD
Year (x 103)
Robert W. Fogel. Economic Growth, Population
Theory, and Physiology, April 1994
3
05-144
21st Century
Exponential growth in knowledge and
technology Population growth, demographics,
migration and refugees Changes in Local,
national, and international governance Climate
change and resource constraints
4
06-107
The Economist
The Search for Talent Why Its Getting Harder to
Find
The Economist, October 7, 2006
5
06-124
Challenge for the Global World
Establish pluralistic, tolerant, prosperous,
equitable, democratic, sustainable
societies. Reduce global inequality. Reduce and
control local, national, and international
conflicts and loss of life.
6
91-063
A. Traded Goods
and Services
C. Consumption
1. Non-Market
Education
Health Care
Social Services
Public Administration
B. Dynamic Services
Transportation
Communication
2. Market
Finance
Business Services
Retail
Personal Services
7
06-125
Globalization and Talent
A world of poachers
8
06-126
Talent Clusters
Technology hubs Idyllic settings Quality
university cities Family supporting
communities
9
06-108
Meritocracy
Give everybody a fair chance. This means
investing in childhood nutrition and preschool
education.
The Economist, October 7, 2006
10
03-131
What do we know?
11
03-080
Experience-Based Brain Development in the early
years of life sets neurological and biological
pathways that affect throughout life
Health
Learning
Behaviour
12
03-131
NEUROSCIENCE
13
03-013
The Hostage Brain
, Bruce S. McEwen and Harold M. Schmeck, Jr.,
1994.
14
04-039
Two Neurons
RECIPIENT NEURON
Axon
Synapse
SIGNAL-SENDING NEURON
Dendrite
15
04-212
Sound Vision Smell
Touch Proprioception Taste
Neal Halfon
16
03-078
Experience and Brain Development
Stimuli in early life switch on genetic pathways
that differentiate neuron function critical and
sensitive periods.
Stimuli affect the formation of the connections
(synapses) among the billions of neurons
(sensitive periods).
The brain pathways that affect literacy,
behaviour, and health form early.
From studies in humans, monkeys and rats
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04-042
SENSING PATHWAYS
18
03-012
Synaptic Density
At Birth
6 Years Old
14 Years Old
Rethinking the Brain, Families and Work
Institute, Rima Shore, 1997.
19
01-003
Human Brain Development Synapse Formation
Language
Sensing
Pathways
Higher
(vision, hearing)
Cognitive Function
9
0
1
4
8
12
16
3
6
-3
-6
Months
Years
Conception
AGE
C. Nelson, in From Neurons to Neighborhoods, 2000.
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06-021
Stress (Emotion)
Limbic HPA Pathway
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03-002
Emotional Stimulus
Amygdala
Hippocampus
-

-

Hypothalamus PVN
Cortisol
Cortisol
CRF
PIT
ACTH
Adrenal Cortex
LeDoux, Synaptic Self
22
05-212
Limbic HPA Pathway - Stress
Cortisol Over Production Behaviour,
depression, type II diabetes, malnutrition,
cardiovascular disease, memory, immune system,
drug and alcohol addiction Cortisol Under
Production Chronic fatigue syndrome,
fibromyalgia, immune system (autoimmune
disorders) rheumatoid arthritis, allergies,
asthma
23
05-213
Touch and the Limbic HPA Pathway
Touch in the Early Period is Critical Rats
Mothers licking pups Monkeys Peer vs mother
rearing Humans Attachment -
Prematurity
24
The Myth of the Bell Curve Genetics Nature
versus nurture Genotype Phenotype -
Epigenetics
25
04-144
Epigenetics and Brain Plasticity
Experience and methylation of DNA Imprints
environmental experiences on the fixed
genome Maternal behaviour affects DNA
methylation Can be transmitted to offspring
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06-105
Epigenetics
According to Dr. Szyf, epigenetic modifications
in response to maternal care occur early after
birth critical period. The effects are stable
and persist into adulthood.
The Economist, p. 89, Sept 23, 2006
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03-089
Serotonin Transporter Gene Experience in Early
Life - Depression Age 26
Depression Risk
.70
SS
S Short Allele L Long Allele
.50
SL
LL
.30
No Abuse
Moderate Abuse
Severe Abuse
Early Childhood
A. Caspi, Science, 18 July 2003, Vol 301.
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06-127
Summary of Brain Development
Environment gene interaction Critical and
sensitive periods in utero, infancy, and young
children
29
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)
30
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
,1998
Inequalities in Health
31
06-085
Early Development and Behaviour
Antisocial Attention-Deficit Hyperactivity
Disorder (ADHD) Autism Depression
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02-008
Maltreatment at an early age can
have enduring negative effects on
a child's brain development and
function.
Martin Teicher
Scientific American, 2002
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02-011
Behaviour
The aftermath of poor early child
development can appear as depression, anxiety,
suicidal thoughts or post- traumatic stress or
as aggression, impulsiveness, delinquency,
hyper- activity or substance abuse.
Martin Teicher
Scientific American, 2002
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01-012
Early Brain Development and Criminal Behaviour
Significant correlation with registered
criminality (teenage) appeared for language
development at 6, 18, and 24 months
Journal of Abnormal
Stattin, H. et al -
102 369, 1993
Psychology
35
04-200
Early Child Development and Language
Starts early first 12 months Sets capability
for mastering multiple languages Sets literacy
and language trajectory
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06-106
Level 3
Considered minimum for coping with the demands of
every day life and work in a complex advanced
society.
OECD, 2000
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02-061
Document Literacy
1994 1998, Ages 16 to 65
Level 1 and 2 Level 4 and 5

Sweden
23
34.0
Canada
42
23.0
Australia
43
17.0
United States
48
18.0
Chile
85
3.0
Mexico
84
1.7
OECD
38
06-114
Socioeconomic Gradients for Document Literacy
Scores
Mean Scores
350
310
Internl Mean
U.S.
270
Canada
Australia
230
Sweden
Finland
190
0
3
9
5
7
15
13
11
19
17
Parents Education (years)
OECD, 2000
39
05-178
Literacy Levels for the Total Population USA
Prose
Document
Quantitative
Percent
Level
NALS, p. 17, 2002
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05-173
Literacy Levels by Physical, Mental or Other
Health Conditions USA (Quantitative)
Health Problems
Mental or Emotional Problems
Long-term Illness
Percent
Level
NALS, p. 44, 2002
41
05-170
Percentages of Adults in Poverty, by Literacy
Level USA (Prose)
Level
Percent
NALS, p. 61, 2002
42
00-042
360
Sociocultural
Gradients for
Cuba
Language
320
Scores
By Country
Argentina
Chile
280
Brazil
Language Score
Colombia
Mexico
240
200
1
4
8
12
16
Parents' Education (Years)
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05-006
Gross Domestic Product and Grade 3 Test Scores
(Language)
GDP/Capita Grade 3
Test
Scores Chile 9.930
259 Argentina 8.498
263 Mexico 6.796
224 Brazil 5.928
256 Cuba 3.100
343 Text text text text text text text
text
Casassus, UNESCO, 1998
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06-063
Public expenditures for children 0-17 years of
age, Sweden 1995, by age of child
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06-001
Success by Ten Early Child Development
Intervene early Intervene often Intervene
effectively
Ludwig and Sawhill, Brookings Institution
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99-004
ECD and Experience-Based Brain Development
parent-oriented
child-oriented
1
2
3
4
5
6
- 0
age
Components of Early Childhood Development and
Parenting Centres
Universal available, accessible, affordable and
optional
Parental and non-parental care
Parent- and child-oriented
Quality early child development environments
Responsive relationships and parent involvement
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03-116
OUTCOME MEASURES
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02-065
Percentage of Children in Kindergarten Scoring in
Bottom 10 by District - Vancouver
34.5
15
27.5
8.5
21.5
EDI, February 2000
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06-075
EDI Grade 4 FSA Reading
Vulnerable Failing Not Passing
0 13.6 17.8 1
26.7 33.9 2-3 29.5
43.1 4-5 48.4 68.3
Hertzman, 2006
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06-030
EDI Results Vancouver Districts
District Income EDI Results
scoring in bottom 10
1 12,000-24,000 34.5
2 24,000-37,000 27.5
3 37,000-49,000 21.5
4 49,000-62,000 15.0
5 62,000-74,000 8.5
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05-113
Vancouver Grade 4 and Grade 7 Tests
Proportion of children failing to meet Grade 4
and Grade 7 test standards correlates strongly
with proportion of children vulnerable on the EDI
index at time of school entry.
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06-122
AEDI - SA
District Vulnerable on One or More
Domains Cooper Pedy 29.4 Leigh
Creek 42.1 Port Augusta 43.1 Roxby
Downs 15.6 Whyalla 27.4
AEDI S.Australia
53
04-168
Percentage of Population Ages 17-25 at Level 4
(Prose)

25
Sweden
20
15
Canada
10
Finland
5
USA
0
1970
1995
1985
Year
Stats Canada, Coulombe et al
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05-163
Trends in Percentages of Reading Performance
Levels at Age 9 (1971-2004)
Level 150
Level 200
Level 250

NAEP 2004 Trends in Academic Progress
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06-123
POLICY
56
06-128
QUAD
Quality Universal Accessible Developmental

Government of Canada, 2002
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06-033
Heckman

• Adverse family environments promote adult
  failure.
• Major economic and social problems can be traced
  to low levels of skill and ability in the
  population.

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06-078
Heckman - Education

• Schools contribute little to test score gaps
  among children.
• Later schooling has little effect in reducing the
  gaps that appear early.
• Criminal rehabilitation and adult literacy
  programs have limited effect.

59
06-079
Heckman

• Skill begets skill and early skill makes later
  skill acquisition easier.
• Remedial programs in adolescents and young adults
  are economically inefficient.

60
02-056
Policies to Foster 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)
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03-074
Rates of Return to Human Development Investment
Across all Ages
8
6
Pre-school Programs
Return Per Invested
School
4
R
Job Training
2
Pre- School
School
Post School
0
6
18
Age
Carneiro, Heckman, Human Capital Policy, 2003
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01-050
The principle of free education for
school-age children is already entrenched
throughout the rich world there would be
nothing incongruous about extending it
further down the age range.
The Economist, pg 16, July 18, 1998
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00-068
Integrated ECD Programs
Equality
Learning
Health
Behavior
Social Economic
Development
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01-039
www.founders.net
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References
References

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

66

• 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.
• The Early Years Study Three Years Later. Hon.
  Margaret Norrie McCain and J. Fraser Mustard, The
  Founders Network, 2002.
• 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 5th International Encounter of Early
  Childhood. Monterrey, Mexico. 2005.

67
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.
68

• 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.
• The Early Years Study Three Years Later. Hon.
  Margaret Norrie McCain and J. Fraser Mustard, The
  Founders Network, 2002.
• 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 5th International Encounter of Early
  Childhood. Monterrey, Mexico. 2005.