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Education and Early Childhood Development
Open Classroom Policy Series Policy Advice to the President
Session 12: November 28th
School of Public Policy & Urban Affairs | Northeastern University
Jim StergiosExecutive Director, Pioneer Institute for Public Policy Research
Paul TonerPresident, Massachusetts Teachers Association
Tassy WarrenProject Director,Center on the Developing Child at Harvard University
In loving memory of John Sarvey
6/1/1967- 11/24/2012
Education and Early Childhood Development
Open Classroom Policy Series Policy Advice to the President
Session 12: November 28th
School of Public Policy & Urban Affairs | Northeastern University
Jim StergiosExecutive Director, Pioneer Institute for Public Policy Research
Paul TonerPresident, Massachusetts Teachers Association
Tassy WarrenProject Director,Center on the Developing Child at Harvard University
Early Childhood Development and Policy Implications
Tassy Warren
Center on the Developing Child
Open Classroom, Northeastern University|November 28, 2012
YOUR
INSTITUTION’S
LOGO
HEALTHY CHILD DEVELOPMENT
Educational Achievement
Economic Productivity
Responsible Citizenship
Lifelong Health
Strong Communities Healthy Economy
Successful Parenting of Next Generation
The Foundation of a Successful Society is Built in Early Childhood
Three Core Concepts of Development
123
Brain Architecture Is Established Early in Life and Supports Lifelong Learning, Behavior, and Health
Stable, Caring Relationships and “Serve and Return” Interaction Shape Brain Architecture
Toxic Stress in the Early Years of Life Can Derail Healthy Development
HEALTHY CHILD DEVELOPMENT
Experiences Build Brain Architecture
Brains are built over time, starting in the earliest years of life. Simple skills come first; more complex skills build on top of them.
Brain Architecture Supports Lifelong Learning, Behavior, and Health
Cognitive, emotional, and social capabilities are inextricably intertwined throughout the life course.
A strong foundation in the early years improves the odds for positive outcomes and a weak foundation increases the odds of later difficulties.
Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond in kind.
Serve & Return Builds Brains and Skills
These “serve and return" interactions are essential for the development of healthy brain circuits.
Therefore, systems that support the quality of relationships in early care settings, communities, and homes also support the development of sturdy brain architecture.
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
Barriers to Educational Achievement Emerge at a Very Young Age
16 mos. 24 mos. 36 mos.
Cu
mu
lati
ve V
ocab
ula
ry (
Word
s)
College Educated Parents
Working Class Parents
Welfare Parents
Child’s Age (Months)
200
600
1200
Source: Hart & Risley (1995)
400
800
1000
Emotions
Executive function and self-regulation skills comprise an array of capacities that include the ability to focus and sustain attention, set goals and make plans, follow rules, solve problems, monitor actions, and control impulses.
Error Processing
Reaction and Responses
Use of Rules
Risk/Reward Decisions
Behavioral Control
Working Memory
An “Air Traffic Control System” in the Brain
A key biological foundation of school readiness as well as outcomes in health and employability
What are Executive Function Skills?
Inhibitory Control — filter thoughts and impulses to resist temptations and distractions
Mental flexibility — adjust to changed demands, priorities, or perspectives
Working Memory — hold and manipulate information in our heads over short periods of time
When Do Executive Function Skills Develop?
Weintraub, et al., (2011)
Birth
Age (Years)
50 70 80
Ski
ll pr
ofic
ienc
y
3 5 15 25 3010
Policy Implications
-Invest early - during the time of greatest cognitive development – in high quality programs
-Return on investment - Lower education, health care, incarceration costs down the road- Increased earning, taxes
-Invest more in those at higher risk- 90-100% chance of developmental delays when exposed to
significant adversity- 3:1 odds of adult heart disease after 7-8 adverse childhood
experiences
Policy Implications
-It’s not just about the kids
- Adult capacity
- Community capacity
-Creative use of existing funding streams
Policy Implications
FIVE NUMBERS TO REMEMBER ABOUT ECD
www.developingchild.harvard.edu
Tassy Warren
Director
Frontiers of Innovation initiative
YOUR
INSTITUTION’S
LOGO
Education and Early Childhood Development
Open Classroom Policy Series Policy Advice to the President
Session 12: November 28th
School of Public Policy & Urban Affairs | Northeastern University
Jim StergiosExecutive Director, Pioneer Institute for Public Policy Research
Paul TonerPresident, Massachusetts Teachers Association
Tassy WarrenProject Director,Center on the Developing Child at Harvard University
Climate: Challenges and Solutions
Climate: Challenges and Solutions
Open Classroom Series
Spring 2013
Wednesday evenings, 6:00 to 8:00pmJanuary 9th – April 17th
West Village F, Room 20
Immigration
Open Classroom Policy Series Policy Advice to the President
Session 12: November 28th
School of Public Policy & Urban Affairs | Northeastern University
Eva MillonaExecutive Director, Massachusetts Immigrant and Refugee Advocacy Coalition
Jeff JacobyBoston Globe columnist