libraries, brain development, and literacy

By J. Fraser MustardFounding President, CIAR

February 4, 2005

Libraries, Brain Development, and Literacy

Ontario Library AssociationSuper Conference 2005

Toronto, Ontario

03-072

The Canadian Institute for Advanced ResearchCIAR

03-073

CIAR Programs

Population Health

Human Development

Economic Growth

LITERACY

03-115

01-064

20

22

24

26

28

30

32

34

36

1.2 1.4 1.6 1.8 2

USAUKM

IRL

CANDEU

NLD NOR

SWE

FINDNK

Gin

i coe

ffici

ent

Literacy inequality

Liberal Market EconomyCo-ordinated Market Economy

Economic Inequality and Literacy Inequality

01-040 Levels of Literacy:A Reflection of ECD

Level 1:

Level 2:

Level 3:

Level 4 and 5:

indicates persons with very poor skills.

people can deal with material thatis simple

is considered a suitable minimum forcoping with the demands of everyday life

describe people who demonstratecommand of higher-order processing skills

Gradients and Literacy

200

600

500

400

300

800

700

-2 -1 0 1 2

0

I

II

III

IV

V

Socioeconomic Status

Rea

ding

Sco

re Level04-025

Willms

02-061

Document Literacy1994 – 1998, Ages 16 to 55

Level 1 and 2 Level 4 and 5SwedenCanadaAustraliaUnited StatesChile

23%42%43%48%85%

34%23%17%18% 3%

00-085

Chile

Canada

Netherlands

Sweden

170

190

210

230

250

270

290

310

330

350

0 5 10 15 20

InternationalMean

Mean scores

Parents’ Education (years)

DocumentLiteracy Scores

Literacy Gradients

1970 199519850

5

10

15

20

25

O.E.C.D.Year

Percentage of Population Ages 17-25 at Level 4 (Prose)

Sweden

Finland

Canada

USA

04-168

%

00-042SocioculturalGradients forLanguageScoresBy Country

Cuba

ArgentinaBrazil

Colombia

Chile

Parents' Education (Years)

1 4 8 12 16200

240

280

320

360

Lang

uage

Sco

re

Grade 3 Language Scores

UNESCO, 1998

100 250 300 350 400150 200

Argentina _ _ _ _ _ _ _ _

Brazil _ _ _ _ _ _ _ _ _ _

Chile _ _ _ _ _ _ _ _ _

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

Mexico _ _ _ _ _ _ _

Adult Literacy andGrade 3 Test Scores (Language)

% Adult Grade 3 Literacy Test Scores

Cuba 96 343

Argentina 96 263

Chile 95 259

Brazil 83 277

Mexico 89.6 252Casassus, UNESCO, 1998

05-005

Gross Domestic Product andGrade 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

05-006

Education Spending and TestAchievement Grade 3 (Language)

% Spent Test Scores on Education

Mexico 26.0 224

Argentina 15.0 263

Chile 14.0 259

Brazil NA 256

Cuba 10.2 343

Text text text text text text text text

Casassus, UNESCO, 1998

05-008

Causes of Variation in Literacy

1. Conditions of early child development

2. Quality of school system

3. Conditions in adult life

05-004

03-005

-202468

10121416

Intention to Treat

350 Days orLess in Centre

400 Days orMore in Centre

All

Very Low

Low Birth Weight

WISC Verbal Scores Age 8 –Low Birth Weight Children in ECD Centres (Age 1 to 3)

Hill, Brooks-Gunn, Waldfogel. Dev. Psychol. 2003 July.

Low

02-001

0

600

1200

12 16 20 24 28 32 36

High SES

Middle SES

Low SES

Age - Months

Literacy – Early Vocabulary Growth

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

Cu

mu

lativ

e V

oca

bu

lary

Test of Language Development (TOLD) at Age 9

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

0.74

04-146

Abecedarian Study – Reading

Age 8 Age 12 Age 15 Age 21

Age at Testing

0

1.2

0.8

0.4

Effect Size PrimaryGrades

Preschool Preschool &Primary Grades

04-153

99-092

Romanian Orphanage Study

Adopted Canadian Homes

< 4 months 8 to 53 months

IQ normal

good attachment

few behaviour

problems

IQ low

poor attachment

serious behaviour

problems

01-012

Significant correlation with registered

criminality (teenage) appeared for language

development at 6, 18, and 24 months

Early Learning and Criminal Behaviour

Stattin, H. et al -

102; 369, 1993

Journal of Abnormal

Psychology

THE BRAINAND LITERACY

03-115

Early Child Development and Language

Starts early – first 12 months

Sets capability for mastering multiple languages

What is a good early start?

04-200

Sounds and Language

R and L

English = Fried rice

Japanese – Flied lice

Before 7 months Japanese and American infants discriminate R and L equally. Not by 12 months.

04-201

Second Language Acquisition

0 10 20 30-0.1

-0.05

0

0.05

0.1

Age when Learned 2nd Language

Bra

in D

ensi

ty *

Mechelli et al, Nature 431, 757, 2004

04-214

* Left Inferior Parietal Cortex

Second Language ProficiencyB

rain

Den

sity

*

-0.1

-0.05

0

0.05

0.1

0 1 2 3 4Proficiency Second Language

Mechelli et al, Nature 431, 757, 2004

04-213

* Left Inferior Parietal Cortex

The structure of the human brain is altered by the experience of acquiring a second language.

Mechelli, Nature 431, 2004

05-001

03-131

NEUROSCIENCE

03-013

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

04-145

The brain is a pathway by which experiences get under the skin to affect health, learning and behaviour.

The Founders’ Network

Neal Halfon

04-212

SoundVisionSmell

TouchProprioceptionTaste

SIGNAL-SENDING NEURON

RECIPIENT NEURON

Synapse

Dendrite

Axon

Two Neurons04-039

04-142

What Do We Know?

Conditions of early life affect the differentiation and function of billions of neurons in the brain.

This early experience sets up the pathways (connections) among the different centres in the brain.

The Biology of Brain Development

03-079

Eye cataracts at birth prevent

development of vision neurons

in the occipital cortex

Vision - Hubel & Wiesel

0 1 4 8 12 16

AGE

Human Brain Development – Synapse Formation

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

03-012

Synaptic Density

Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.

At Birth 6 Years Old 14 Years Old

02-066

The Fear Response

Visual Cortex

Visual Thalamus

Amygdala

Scientific AmericanThe Hidden Mind, 2002, Volume 12, Number 1

How Genes Make Memories Stick

DendriteAxon

SynapseHypothetical synapse-to-nucleus signaling molecule1

3

2

4

Stimulus

Activation of CREB

CREB Activates Gene

Synapse-Strengthening Proteins

Gene

CREB

Nucleus

Scientific American, Feb. 2005

HPA -STRESS

PATHWAY

03-155

EmotionalStimulus

PIT

Cortisol CortisolCRF

ACTH

Amygdala Hippocampus

AdrenalCortex

HypothalamusPVN

+ + - -

LeDoux, Synaptic Self

03-002

HPA Pathway Control

Hypothalamus

Vasopressin

Pituitary Gland

Blood Vessel

Cortisol

CortisolKidney

Adrenal Gland

Cortisol

CRH

ACTH

ACTH

Paraventricular Nucleus

Stress Pathway

04-023

Interaction of the Brain and Immune System

Hypothalamus

PituitaryGland

Immune Organs

Locus Ceruleus

CRF

ACTH

Cortisol

Cor

tisol

Cytokines SympatheticNervous system

Vagus

Ner

ve

Adrenal Gland

Immune Cells

CRF

03-110

01-023

Hyman, S., States of Mind, New York: John Wiley, 1999

Genes and Brain Stimulation

“ … in the dance of life, genes and environment are absolutely inextricable partners. On the one hand, genes supply the rough blueprint for the brain. Then stimulation from the environment, whether it’s light impinging on the retina or a mother’s voice on the auditory nerve, turns genes on and off, fine-tuning those brain structures both before and after birth.”

03-063

HEALTH

From the time of the ancient Greeks to the 20th century, it was accepted that the mind can affect illness.

The new thrust of the biosciences and the new treatments for disease have recently caused us to have less interest in the mind-body interaction and disease.

Esther Sternberg (NIH)

04-007

The Brain and Health

Swedish Longitudinal Study – ECD and Adult Health

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

03-089

Serotonin Gene, Experience, and Depression

Age 26

No Abuse Moderate Abuse Severe Abuse

.30

.50

.70

A. Caspi, Science, 18 July 2003, Vol 301.

Depression Risk

LL

SS

SL

S = Short Allele L = Long Allele

Early Childhood

03-065

BEHAVIOUR

02-008

“Maltreatment at an early age can have enduring negative effects on a child's brain development and function.”

Martin TeicherScientific American, 2002

02-011

Martin TeicherScientific American, 2002

"The aftermath … can appear as

depression, anxiety, suicidal thoughts or

post-traumatic stress - or as aggression,

impulsiveness, delinquency, hyperactivity

or substance abuse."

01-008

"Longitudinal studies show … most seriously

antisocial adolescents and adults who had

behavior problems during childhood showed as

antisocial behavior when they enter the school

systems."

Tremblay, R. - Developmental Health and the

Wealth of Nations, 1999

VULNERABLE CHILDREN

04-161

-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5

Socioeconomic Status

0

10

20

30

40

Vulnerable Children Aged 4 to 6 – NLSCY 1998

Rest of Canada

Ontario

Prevalence of Vulnerable

Children

03-018

Early Child Development and

Parenting Centres

05-002

01-029

0

10

20

30

40

50

60

Readiness/receptivity for

learning

Early literacy

Early numeracy

Program Non-program

%

Do Parenting Centres Make a Difference?% of Kindergarten Students Who Received High Readiness Rating, Toronto 1999-2000

99-004

- 0 1 2 3 4 5 6

parent-oriented

child-oriented

ECD and Experience-Based Brain Development

ageComponents of Early Childhood Development and Parenting Centres:

Universal – available, accessible, affordable and optional Parental and non-parental careParent- and child-orientedQuality early child development environments

Responsive relationships and parent involvement

Public Policy – ECD-P Centres

Universal and accessible

Community-based centres linked to primary schools and libraries

Children’s Services linked to centres

Well-educated and trained staff

Parenting and labour market policies

Outcome accountability

04-151

OUTCOMEMEASURES

03-116

03-085Outcome Measures

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

Average Economic Family Income

Families with at least one child < 15

42,000 – 58,00058,000 – 68,00068,000 – 82,00082,000 – 100,000100,000 – 290,000

Data from 2001 Census

04-052

Measuring Readiness for School Learning

Percentage of students who scored in the lowest 10th

percentile in 2 or more domains

Over 25%

04-053

Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Measuring Readiness for School Learning

Fewer than 10%

Percentage of students who scored in the lowest 10th

percentile in 2 or more domains

04-055

Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Grade 3 EQAO Assessment of Reading (01-02)

Proportion of students who achieved level 3 or 4

Fewer than 40%

04-060

Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Grade 3 EQAO Assessment of Reading (01-02)

Proportion of students who achieved level 3 or 4

Over 70%

04-062

Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Grade 6 EQAO Assessment of Reading (01-02)

Proportion of students who achieved level 3 or 4

Fewer than 40%

04-067

Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Grade 6 EQAO Assessment of Reading (01-02)

Proportion of students who achieved level 3 or 4

Over 70%

04-069

Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

Establishing ECD and Parenting Centres

1. Cost

2. Integration of community activities

3. Linkage to the primary school system

05-003

Rates of Return to Human Development Investment Across all Ages

Pre-school Programs

School

Job Training

ReturnPer

$Invested

R

2

4

6

8

0 6 18Age

Pre-School School Post School

03-074

Carneiro, Heckman, Human Capital Policy, 2003

Council on Early Child Development

Objective:

To establish ECD and Parenting Centres linked to the school system, supported by all sectors of society, including government, that is universally available to all families with young children.

04-046

Council on Early Child Development

Chair – Charles Coffey

Vice Chair – Robin Williams

Vice Chair – Jim Grieve

Co-Directors – Jane Bertrand Kathleen Guy

401 Richmond St. W., Suite 277Toronto, ON, M5V 3A8

For more information:jbertrand@acscd.ca

04-045

02-018

From Early Child Development

To

Human Development *

World Bank Report, 2002

01-039

www.founders.net

To download this presentation, go to:Slides - Slide Shows

References1. 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.

References

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.