By J. Fraser MustardFounding President

Canadian Institute for Advanced Researchand Alfredo Tinajero

The Founders’ Network

Dec 18, 2009

The Effects of Early Human Development on Health, Behaviour,

and Learning

Rio de Janeiro, Brazil

Meeting on Early Childhood Education

Canadian Institute for Advanced Research – Early Human Development

1. Population Health – Bob Evans1987

2. Human Development – Dan Keating1993

3. Experience-based Brain and Biological Development – Ron Barr, Tom Boyce, Marla Sokolowski2003

09-029

03-080

Health Learning (literacy) Behaviour

Experience-Based Brain development in the early years of life sets neurological and biological pathways that affect throughout life:

60

140

120

100

80

I VIVIIIII

Social Class

SM

RSocio-Economic Gradient and

Mortality – Men UK

SMR – Standardized Mortality Rate

04-015

The Challenge of the Gradient

Ubiquitous in world countries by income, education, or occupation.

Socioeconomic gradients in health, behaviour, and learning.

Not easily explained by traditional risk factors.

Possible factor – developmental neurobiology.

Gradients in ‘developmental health’ are evident very early in life.

09-031

Hertzman

U.K. CIVIL SERVICEMortality - All Causes

4

8

12

16

2 4 6 8 100

Year of Follow-up

Other

Clerical

Professional/Executive

Administrative

0

Cum

ulat

ive

Mor

talit

y

91-068

03-094

Age Adjusted Odds RatiosCHD - Whitehall Study

Civil Service Grade

HIGH LOWNon-Adjusted

AdjustedWork

Risk Factors

Fully

1.00

1.00

1.00

1.00

1.50

1.18

1.30

0.95Marmot, BMJ, 1997

09-173

Fetal and Infant Origins of Adult Disease

Early neurobiological development sets pathways that increase the risk for high blood pressure and coronary heart disease in adult life.

Barker & Robinson, 1992

The epidemiologic observations that smaller size or relative thinness at birth and during infancy is associated with increased rates of coronary heart disease, stroke, type 2 diabetes mellitus, adiposity, the metabolic syndrome, and osteoporosis in adult life have been extensively replicated.

Gluckman et al. 2008

09-034

00-076

Life Cycle and Health

In Utero and ECD - Barker et al

Adult Life - Marmot et al

Stress Pathway – Bruce McEwen

Experience & Brain Development – Max Cynader - vision

ECD and Male Adult Health - Sweden

Number of Adverse ECD Circumstances*

Odds - RatiosAdult Health

0 1 2 3 4

General Physical

Circulatory

Mental

1

1

1

1.39

1.56

1.78

1.54

1.53

2.05 3.76

2.91

2.08

10.27

7.76

2.66

* Economic, family size, broken family and family dissention

Lundberg, Soc. Sci. Med, Vol. 36, No. 8, 1993

04-006

Human Development

and

Literacy

Developed CountriesLife Expectancy & Literacy

70

78

76

74

72

80

200 40 60 10080

Life

Exp

ect

an

cy a

t Birt

h

Percent at Levels 1 and 2OECD

04-147

Adult Literacy

0 1 2-1-2

0

0.5

1

-0.5

MNAB

SKQC

ONBC

NSPE

NBNF

Literacy and SES Gradients for Youth by Province 1994

literacyscore

(adjusted)

socioeconomic status

J. Douglas Willms, "Literacy Skills of Canadian Youth"Atlantic Centre for Policy Reseach in Education, Universityof New Brunswick, October 21, 1996. Prepared for Statistics Canada.

96-076

Early Child Development and Language

Starts early – first 7 months – neurons differentiate language sounds (e.g. English, Japanese)

Sets capability for mastering multiple languages

Sets literacy and language learning trajectory for the second and third stages of development

04-200

02-001

0

600

1200

12 16 20 24 28 32 36

High (SES)

Middle (SES)

Low (SES)

Age - Months

Vocabulary Growth – First 3 Years

B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995

Vocabulary Word Exposure

Test of Language Development (TOLD) at Age 9

Correlation between vocabulary growth at Age 3 and language at Age 9.

0.74

04-146

0 1 4 8 12 16

AGE

Human Brain Development – Language and Cognition

SensingPathways

(vision, hearing)

LanguageHigherCognitive Function

3 6 9-3-6

Months Years

C. Nelson, in From Neurons to Neighborhoods, 2000.

Con

cep t

i on

01-003

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.”

07-123

Knudsen 2004

03-085

Early Development Instrument (EDI)

Physical health and well-being

Communication skills and general knowledge

Social knowledge and competence

Emotional health/maturity

Language and cognitive development

Vancouver EDIReading

# of % Failing % Not Passing Vulnerabilities Grade 4 Grade 4

Test

0 13.6 17.81 26.7 33.92-3 29.5 43.14-5 48.4 68.3

Hertzman, HELP, 2006

06-149

New Zealand Education Study

Student Performance at Age 14

Highest Quartile Lowest Quartile

at Age 5 at Age 5

Age 14 Age 14

Above Median Below Median

Mathematics 87 91

Reading 94 85

NZ Council for Educational Research

Literacy Levels for the Population Ages 16 to 65 – USA

0

5

10

15

20

25

30

35

1 2 3 4 5

Per

cen

t

Level NALS, p. 17, 2002

Prose

Document

Quantitative

05-178

Literacy Levels and Wages - USA

NALS, p. 66, 2002

09-172

200

600

800

400

Level1 2 3 4 5

Prose

Document

Quantitative

We

ekly

Wag

es

Literacy Levels (Quantitative) and Physical, Mental or Other Health Conditions – USA

0

10

20

30

40

50

60

1 2 3 4 5

Per

cen

t

Level NALS, p. 44, 2002

Health Problems

Mental or Emotional Problems

Long-term Illness

05-173

Life Expectancy & Literacy

70

78

76

74

72

80

200 40 60 10080

Life

Exp

ect

an

cy a

t Birt

h

Percent at Levels 1 and 2OECD

04-147

DEVELOPMENTAL

NEUROBIOLOGY

Neurobiology – The Brain

Your brain is not just produced by your genes.

Your brain is sculpted by a lifetime of experiences. The most important time in brain development is the first few years of life.

Kolb, U Lethbridge

08-039

What is experience?

Everything that you encounter both pre- and postnatally as well as in adulthood…

Examples: sounds, touch, light, smell, food, thoughts, alcohol and drugs, injury, disease…

Kolb, U Lethbridge

08-026

SIGNAL-SENDING NEURON

RECIPIENT NEURON

Synapse

Dendrite

Axon

Two Neurons04-039

All the neurons have the same DNA.

How do the 100 Billion neurons in the brain differentiate for their diverse functions?

08-081

Environment Affects Normal Gene Function

Nature and Nurture

Epigenetics

MicroRNAs

07-169

Gene switched off:Methylated DNA cytosineDeacetylated histones

Gene switched on:Unmethylated cytosineAcetylated histones

Methylation of DNA and Acetylation of Histones

09-160

Individual differences in stress reactivity of the adult are determined by maternal behaviour during infancy

HIGH LG LOW LG

Development of Stress Reactivity

Modest StressReactivity

Reduced Risk for Disease

Increased StressReactivity

Increased Risk for Heart Disease, Type II Diabetes, Alcoholism, Affective Disorders, Brain Aging, etc.

M. Szyf

05-056

Methylation of GR Gene and Behaviour - Rats

Meaney & Szyf

09-114

% C

ytos

ine

Met

hyla

tion

0

20

40

60

80

100

Low Maternal Care Plentiful Maternal Care

Methylation of DNAMaternal Diet and Phenotype - Mice

Gi lb

ert &

Epe

l, 20

09

09-095

0

20

40

60

80

100

Yellow & Fat Mottled Brown & Thin

% M

e thy

lati o

n –

Var

i an t

Ag o

u ti G

ene

Thymus

LiverKidneyBrain

No methyl donor

Some methyl donor

Full methyl donor

Early Experience and Brain Architecture and Function

Affects gene expression and neural pathways

Shapes emotion, regulates temperament and social development

Shapes perceptual and cognitive ability

Shapes physical and mental health and behaviour in adult life

Shapes physical activity (e.g. skiing, swimming, etc.)

Shapes language and literacy capability

07-001

THE EVIDENCE FROM EARLY CHILD

DEVELOPMENT PROGRAMS

03-116

HIGH/SCOPE Perry Preschool - USAAge 3 High Risk Children

Intervention Group vs. Control Group at age 45

Employment - twice as good

High School Completion 1/3 higher

Crime 40% less

Teenage Pregnancies 40% less

Drug Use Substantially Less

91-014

110

105

100

95

90baseline 6 mo 12 mo 18 mo 24 mo

Mental Development of Undersized Children (Low Height for Age) : The Jamaican Study

develop-mentquotient

stimulation

supplement

control

stimulation &supplement

children ofnormal height

93-040

Grantham-McGregor

02-068

Growth Retardation and DevelopmentJamaica

Stimulation and supplements normalized development by 2 years

Age 11 - Benefits of stimulation still present but not supplementation

A “Natural” Experiment:Romanian Orphan Adoption

Children adopted into middle class homes after 8 months in the orphanages show at 11 years in contrast to children adopted early:

1. Abnormal brain development (small brain, low metabolic activity, abnormal EEG)

2. Social and cognitive problems (IQ loss)3. High vulnerability to behavioural problems

(ADHD, aggression, quasi-autism)

Kolb, U Lethbridge

08-031

The children who were youngest when placed in foster parent care are approaching normal, a recovery that sadly does not seem to be occurring in children first placed in foster care well after the age of 2.

C. Nelson, The Bucharest Early Intervention Project

09-009

Bucharest Early Intervention Project

Foster parent care vs orphanage care

Abecedarian Study – Reading

Age 8 Age 12 Age 15 Age 21

Age at Testing

0

1.2

0.8

0.4

Effect Size SpecialPrimaryGrades

Preschool(4 mths to School)

Preschool &Special Primary Grades

04-153

Campbell & Ramey, 2002

POPULATION

STUDIES

02-061

Document Literacy1994 – 1998, Ages 16 to 65

Level 1 and 2 Level 4 and 5SwedenCanadaAustraliaUnited StatesChile

23%42%43%48%85%

34.0%23.0%17.0%18.0% 3.0%

Mexico 84% 1.7%OECD

Socioeconomic Gradients for Adult Document Literacy Scores (16 to 65)

OECD, 2000

06-114

Mean Scores

Parents’ Education (years)

3 95 7 151311 19170

270

230

190

350

310

U.S.

Canada

Australia

Sweden

Finland

Intern’l Mean

Chile

00-042

SocioculturalGradients forLanguageScoresBy Country

Cuba

ArgentinaBrazil

Colombia

Chile

Parents' Education (Years)

1 4 8 12 16200

240

280

320

360

Lang

uage

Sco

re

Mexico

Willms & Somers, 2000

Grade 3 Language Scores

UNESCO, 1998

100 250 300 350 400150 200

Argentina _ _ _ _ _ _ _ _

Brazil _ _ _ _ _ _ _ _ _ _

Chile _ _ _ _ _ _ _ _ _

Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Mexico _ _ _ _ _ _ _

05-066

Evolution of Human Development Programs in Cuba

19891961 19801970

Revolution

1993 1998

Educate Your Child

Polyclinics

Role of Family Doctors

2003 2006

UNESCO 1UNESCO 2

Community PolyclinicsPregnancy to Age 6

Developmental Health (pre and post natal)

Weekly Home Visits

Services provided by Community Polyclinics Nutritional support

Child (Care) Stimulation (Puericultura)

Cub

a

Mor

talit

y R

ate

4th grade Language (UN

ES

CO

, 1998)

350

330

310

290

270

250

230

80

Chi

le

Arg

entin

a

Ven

ezue

la

Col

ombi

a

Par

agua

y

Méx

ico

Hon

dura

s

Bra

zil

Dom

inic

an

Rep

.

Bol

ivia

Under One Mortality Rate (WHO, 1990)

Language Scores – UNESCO First Regional Study (1998)

Mustard, JF. @ Tinajero, A., 2009

Health and Language Scores

70

60

50

40

30

20

10

90

Cub

a

Mor

talit

y R

ate

Lan

gu

age

Sco

res – 4th

grade

350

330

310

290

270

250

230

130

120

110

100

90

80

70

60

50

40

30

20

10

Chi

le

Arg

entin

a

Ven

ezue

la

Col

ombi

a

Par

agua

y

Méx

ico

Hon

dura

s

Bra

zil

Dom

inic

an

Rep

.

Bol

ivia

Under Five Mortality Rate (UNICEF, 1990)

Language Scores – UNESCO First Regional Study (1998)

Mustard, JF. @ Tinajero, A., 2009

Health and Language Scores

Association Between Preschool Attendance and Learning

Cu

ba

Pe

rce

nt e

nro

lled

in p

resc

ho

ol

Reading S

cores – 6th grade (UN

ES

CO

, 2008)

Ch

ile

Uru

gu

ay

Co

sta

Ric

a

Arg

enti

na

Per

u

Co

lom

bia

Do

min

ica

n R

.

Pa

rag

ua

y

Mustard, JF. @ Tinajero, A., 2009

100%

80%

90%

70%

60%

50%

40%

30%

20%

10% 5

25

20

15

10

35

30

45

40

50% of preeschool enrolment - children ages 3-5 (UNESCO-LLECE, 2008)

% of children at Level IV – Reading Scores (high) - 6th grade (UNESCO, 2008)

Grade 4 Fights in School

Carnoy and Marshall, 2004

Cuba 0.07

Chile 0.25

Mexico0.28

Argentina 0.30

05-009

CENDI – Monterrey, Mexico

Based on elements of Cuba’s early child development program (education and health) plus other components.

08-168

EDINon Cognitive and Cognitive

Development – age 5

EDI is a macro measure of development at age 5 years

(not diagnostic)

08-169

EDI - CENDI – Monterrey, Mexico

Low Socioeconomic Status No. Children % Vulnerable

CENDI 341 18.2(centre-based)

Informal Care 789 38.0(home-based)

08-138

EDI – Canada and CENDI - Monterrey, Mexico

% Low on % Low on One Domain Two Domains

CENDI 18.5% 3.8%(centre-based)

(Monterrey)

CanadianSample 25.9% 12.9%(120,000)

08-046

Government and % of GDP on ECD

Parental Preschool Leave % GDP Govt. Ministry (weeks) Expenditure

Canada 52 0.25 Fragmented

Finland 44 1.7 Min. Social Affairs

Norway 53 1.7 Education

Sweden 68 1.9 Education

09-174

09-097 Document Literacy1994 – 1998, Ages 16 to 65

Levels 1 and 2 Levels 4 and 5

OECD, 2005

Percentage at

Canada

16-25 yrs 34.9 23

26-45 38.1 24.5

46-65 52.6 14.1

Norway

16-25 22 35.7

26-45 24.5 34.3

46-65 46.8 16.5

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)

Sweden Education Expenditure

Cost/Student Enrollment

Preschool* $16,000 75 – 96%(1-6)

CompulsorySchool (7-16) $10,500 Compulsory

* Maternal and parental paid leave 480 days

08-044

“Mothers and Others” – Sarah Hrdy

“Unsettling is the finding that 15 percent of children in normal middle class families exhibit symptoms of disorganized attachment.”(poor behaviour)

Hrdy, p. 289

09-078

With Our Best Future in Mind – Pascal report

Recommendation 1:The province should create a continuum of early learning, child care, and family supports for children from the prenatal period through to adolescence, under the leadership of the Minister of Education.

Pascal, 2009

09-079

With Our Best Future in Mind – Pascal report

Recommendation 2:The Ministry of Education should establish an Early Years Division to develop and implement an Early Years Policy Framework that will create a continuity of early learning experiences for children from 0 to 8 years of age.

Pascal, 2009

09-080

World Health Organization

Michael Marmot

Inequalities in Health and Development

Closing the Gap in a Generation

WHO, August 2008

WHO – Marmot Commission on Social Determinants of Health

Chapter 5 – Equity from the Start

Recommendation 5.1:WHO and UN Children’s Fund (UNICEF) set up an interagency mechanism to ensure policy coherence for early child development such that, across agencies, a comprehensive approach to early child development is acted on.

08-151

WHO, August 2008

Recommendation 5.2

The Commission recommends that:

Governments build universal coverage of a comprehensive package of quality early child development programmes and services for children, mothers, and other caregivers, regardless of ability to pay.

01-039

www.founders.net

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