24

In fall of 2008 the Great Start Collaborative began meeting with members of

our community, from all walks of life, to review data about our youngest citi-

zens and to ask about child, family and community needs and resources.

From that work an Early Childhood Strategic Plan and Action Agenda was

developed and published in April 2010.

Since that time the accomplishments of the Wexford-Missaukee Area Great

Start Collaborative include:

Building a ―Born Learning Trail‖ at the Missaukee County Park

Implemented the ―Period of Purple Crying‖ program, an evidence-based

program to reduce shaken baby syndrome

Providing parents with an opportunity to voice their concerns to elected

officials through the Parent Coalition and annual Star Power visits to the

state Capitol in Lansing

The establishment of a local Early Childhood Scholarship fund to assist

working parents with the cost of quality care and education.

Only by working together we can ensure a Great Start for every child in

the Wexford-Missaukee Area.

More information is available on our website: www.wmgreatstart.org

If you have questions or interest in joining the Collaborative, please

contact Mike Acosta at 231-876-4850 or macosta@wmisd.org

Wexford-Missaukee Area

Great Start Collaborative

Partners in Productivity:

Supporting Early Childhood

and Workforce Development

A Tool Kit For

Wexford-Missaukee Area

Businesses and Employers

2

How This Toolkit is Organized

I. Introduction and Getting Started………………………………………………..3

Using the toolkit

II. Linking Workforce and Early Childhood Development……………………….4

A. Key Points……………………………………………………………5

B. Key Documentation………………………………………………….5

C. Summary……………………………………………………………..9

III. Brain Architecture……………………………………………………………...9

A. Key Points…………………………………………………………...9

B. Why Early Education?- Introduction……………………………….11

C. Four Major Parts of the Brain………………………………………12

D. Birth to Three……………………………………………………….13

E. Three to Nine: Connections Consolidate…………………………..14

F. The Early Years are Critical………………………………………..14

G. Stress is Devastating………………………………………………..15

H. A Final Word……………………………………………………….16

I. Benefits of Early Education……………………………….………..17

IV. Getting Involved…………………………………………………………...….18

A. What Businesses Can Do within Their Own Organizations………..19

B. What Businesses Can Do within Their Own Communities….……..20

V. Conclusion……………………………………………………………………..21

A. Website Links……………………………………………………….22

B. Acknowledgements………………………………………………….22

C. References and Resources…………………………………………...23

23

C. References and Resources

The Impact of Abuse and Neglect on the Developing Brain

Bruce Perry et.al.

Dr. Perry specializes in brain development of abused and neglected children.

He points out that the physical architecture of the brain varies according to ba-

sic rules of nurture, neglect and abuse during childhood. If a young child be-

gins and remains in an unhealthy environment with respect to brain develop-

ment, they are seriously harmed.

Rethinking the Brain: New Insights into Early Development

Rima Shore; Family and Work Institute

In 1996, the family and Work Institute (FWI) announced a public awareness

campaign to help people understand the importance of early childhood devel-

opment. This campaign was possible because new technology permitted sci-

entists to demonstrate how the child’s brain worked at the molecular level. Sci-

entists could explain early childhood brain functions to laypeople. FWI pub-

lished Rethinking the Brain in 1997, which brought brain science into the fore-

front of child advocacy. For the first time, advocates could demonstrate the

enormous power of the human brain in its early years.

Partnership for America’s Economic Success

The Partnership for America’s Economic Success was created by a group of

founders, business leaders, economists, policy experts and advocates to lay

the groundwork for making the success of every child the nation’s top economic

priority. www.partnersforsuccess.org

Investing In Kids: Early Childhood Programs and Local Economic

Development

Timothy J. Bartik; W.E. Upjohn Institute

This book lays out a comprehensive and compelling case for treating early

childhood development as economic development.

The Science of Early Childhood Development

National Scientific Council on the Developing Child

A concise framework for understanding the science of early childhood and brain

development as it relates to policies and programs that could make a significant

difference in the lives of children and all of society. Includes discussion of the

7 Core Concepts of Development and their implications for policy and practice.

www.developingthechild.net

22

A. Web-site Links

Cited below are the key business organizations and other sources that have made forceful

cases for the long-term economic importance of quality early education.

Committee for Economic Development—

http://www.ced.org/issues/education/early-care-and-education

Families and Work Institute—www.familiesandwork.org

Federal Reserve Bank of Minneapolis—www.minneapolisfed.org/pubs/fedgaz

Wexford-Missaukee Area Great Start Collaborative—www.wmgreatstart.org

Organization for Cooperation and Development—www.oecd.org

High/Scope Educational Research Foundation—www.highscope.org

Michigan Early Childhood Investment Corporation—www.ecic4kids.org

National Association of Manufacturers—www.nam.org

National Institute for Early Education Research—www.nieer.org

U.S. Chamber of Commerce—http://www.uschamber.com/press/releases/2010/september/us-

chamber-commerce-underscores-importance-early-childhood-education

Michigan Chamber of Commerce—www.michamber.com

B. Acknowledgements

Based in part, from information included in the following documents:

Early Childhood Development is Workforce Development: A Toolkit for Engaging the

Public, Ypsilanti Area Chamber of Commerce, in conjunction with the Michigan Chamber of

Commerce Executives, and Michigan Association for the Education of Young Children.

www.workforceandchilddevelopment.org/

Great Start of Ingham County

www.Michiganedusource.org/EarlyChildhood/Great_Start_Tool_Kit-Ingham_ISD.pdf

Great Start Collaborative—Oakland

3

In his paper, The Productivity Argument for Investing in Young

Children, James Heckman, 2000 Nobel Laureate economist,

states, “Over 20% of U.S. workers are functionally illiterate and

innumerate, a much higher percentage than leading European

countries. On productivity grounds, it makes sound business

sense to invest in young children.”

“A large body of research in social science, psychology and

neuroscience shows that skill begets skill; that learning begets

learning.”

“Environments that do not cultivate both cognitive and non-

cognitive abilities (such as motivation, perseverance and self-

restraint place children at an early disadvantage. Once a child

falls behind in these fundamental skills, he is likely to remain

behind.”

--James J. Heckman, (Nobel Laureate in Economics)

Catch ’Em Young, Wall Street Journal

January 10, 2006. P.A14I

I. Introduction and Getting Started

“In today’s world, where education and skills determine future earnings, the eco-nomic and social costs to individuals, communities, and the nation of not taking action on early childhood education are far too great to ignore, especially when the benefits far outweigh the costs.‖

-The Business Roundtable and Corporate Voices

For Working families (2003)

Utilize this tool kit in ways that are most comfortable for you, your company and employees. The detailed information in this tool kit may be adequate. More in-volved situations may require additional information and guidance. Should the need for additional resources, information or guidance arise, please contact the Wexford-Missaukee Area Great Start Collaborative office at 231-876-2265.

4

II. Linking Workforce and Early Childhood

Development

―The conventional view of economic development typically includes company head-

quarters, office towers, entertainment centers, and professional sports stadiums and

arenas. We argue that any proposed economic development list should have early

childhood at the top. The return on investment from early childhood development is

extraordinary, resulting in better working public schools, more educated workers and

less crime.‖

- Art Rolnick, Federal Reserve Bank of Minneapolis

There is a growing recognition and body of evidence that the success of business and

the future workforce depends upon strong early childhood systems. Research shows

the care and education young children receive is critical to the recruitment and

retention of current parent employees as well as the quality of the next generation of

workers—two key factors to economic growth in the Wexford-Missaukee area.

Investing in our youngest children is the best economic development tool we have as

a county, state and nation. We need to ensure that all students enter school ready

and able to succeed. When children begin school behind, they tend to fall further and

further behind.

High quality preschool education can help close this gap.

Research shows that the return on investment for high quality

programs is $ 17 for every $ 1 spent. Long-term positive

outcomes and cost savings include improved school

performance, reduced special education placement, lower

school dropout rates, reduced crime and increased lifelong

learning potential. (Schweinhart, Bannes and Weikart, 1993;

Significant Benefits: the High/Scope Perry Preschool Study).

We know that in the 21st Century knowledge-based economy a

child without a solid education today will be an adult without

much opportunity for a productive future tomorrow. We also

know that once a child falls behind, they are likely to remain

behind.

21

V. Conclusion

Child Development IS Economic Development

―Early education programs have long been regarded as an important step in preparing

children for primary school—but investing in the education of America’s youngest learn-

ers has emerged as one of the most promising ways to help strengthen the future eco-

nomic and fiscal position of our states and nation.

As the United States faces unprecedented competitive challenges and a serious fiscal

crisis, any comprehensive strategy to sustain economic strength must include a world–

class education system. Money invested today in high-quality, early education will help

children develop the social, emotional, and academic foundations that will serve them

throughout life. But widely accessible early childhood education programs will do more

than prepare individual children for personal success: The economy will benefit from a

better prepared workforce, increased employment opportunities, stronger growth, and

rising standards of living, while society will benefit from less crime, enhanced schools,

and children who are better prepared to participate in democratic processes.‖

The Economic Promise of Investing in High-Quality Preschool: Using

Early Education to Improve Economic Growth and the Fiscal Sustainability

of States and the Nation, a statement by the Research and Policy

Committee for the Committee for Economic Development

Nobel Laureate Heckman on the Value of Preschool:

―It is the large social benefits for the general public—stemming from the savings to tax-

payers, victims of crime, and employers—that make the firmest case for (preschool)

programs. Early interventions can add great value to the output of American society.‖

-Heckman, J.J. & Masterov, D.

The Productivity Argument for Investing in Young Children.

Early

interventions

can add

great value to

the

output

of

American

society.

20

B. What Businesses Can Do Within Their

Communities Be a Great Start Champion for children. Building public support of early childhood efforts

is a key task that the business community can accomplish. By building public will, sup-

port for early childhood services will increase and directly impact the current workforce

as well as the future workforce.

Action Steps

1. Let other business leaders in the community know about this tool kit or contact the

Wexford-Missaukee Area Great Start Collaborative to have a tool kit sent to them.

2. Advocate for public policy that will increase investments in early childhood and in

turn, create a prepared, highly trained workforce of the future.

3. Provide visibility to early childhood efforts through public relations and marketing

communications.

4. Educate yourself on the benefits of high-quality early learning programs and share

your knowledge and enthusiasm with other business leaders.

5. Provide financial support to the Wexford– Missaukee Area Great Start Early Child-

hood Fund.

6. Contact the Wexford-Missaukee Area Great Start Collaborative for more information

or to participate in the work of the Collaborative.

___Yes, I can implement one of these strategies in my workplace—

Please select an action to take______________________________________

___Yes, I would like to participate in the activities of the Wexford-Missaukee Area

Great Start Collaborative.

___I would like more information on child development and parenting.

Please call me at________________________________________

Please email me at______________________________________

Send to: Wexford-Missaukee Area Great Start Collaborative, 9905 E 13th St,

Cadillac, MI 49601 5

A. Key Points:

National leaders in business, banking and economics see the return on

investment in early childhood development.

Early childhood development impacts the success of our county, state and nation.

B. Key Documentation

Committee for Economic Development

The Committee for Economic Development (CED), a business-led public policy

research organization, released a ground-breaking report in 2002, Preschool for All:

Investing in a Productive and Just Society. The CED has been engaged in an

aggressive national campaign to build momentum surrounding investment in early

education. The report calls for free, high quality preschool education for all children

age three and over who have not yet entered Kindergarten. Since the release of the

report, the CED has hosted numerous forums across the country to create an active

network of business leaders to promote the need for quality early childhood education

in their community and across the country.

A December 2005 CED-commissioned Zogby International poll of business leaders

shows that more than 80 percent agree that public funding of voluntary pre-

kindergarten for all children would improve America’s workforce and economic

competitiveness. The survey of 205 senior executives at Fortune 1000 companies

and other firms with more than 1,000 employees concluded that in the face of a

decline in the number of skilled workers, American business leaders overwhelmingly

back public funding for pre-kindergarten for all children to keep the U.S. economy

globally competitive.

Also in 2006, CED unveiled a new policy statement, ―The economic promise of invest-

ing in high-quality preschool: using early education to improve economic growth and

the fiscal sustainability of States and the Nation,‖ which details the growing body of

research that shows the long-term socio-economic benefits of early childhood

education as well as concrete recommendations for implementation during difficult

economic times. A list of 70 public business endorsers of the new policy statement is

also included.

For more information on CED, visit www.ced.org.

American

business

leaders

overwhelm-

ingly

back public

funding for

pre-

kindergarten

for all

children

to keep the

U.S.

economy

globally

competitive

6

James J. Heckman, Ph.D.

James J. Heckman, Ph.D., wrote The Productivity Argument for Investing in

Young Children in 2004, and Catch ’Em Young, for The Wall Street Journal in

2006. Dr. Heckman was awarded the Nobel Prize in Economic Sciences in

2000, and currently serves as the Professor of Economics at the University of

Chicago. Interestingly, Dr. Heckman began his research by investigating the

economic return of job retraining programs for steelworkers. He realized that

those programs were largely ineffective because it was more difficult for the

steelworkers to learn news skills at a later age and because there were fewer

years to recoup the cost of retraining. Then he made a surprising change in his

thinking. Having started at one end of the age spectrum, Dr. Heckman soon

ended up at the other end. He analyzed the investments made in early child-

hood programs and learned that, at the same cost, there are far greater gains to

be had when children are younger. Dr. Heckman came to believe that one can

make a bigger difference and have more of an impact with younger children

because the social and cognitive skills they learn in the very early years set a

pattern for acquiring life skills later. ―On a purely economic basis,‖ Dr. Heckman

says, ―it makes a lot of sense to invest in the young.‖

For more information, visit http://jenni.uchicago.edu/Invest/.

Business Roundtable (BRT) and Corporate Voices for

Working Families (CVWF)

In 2003, the Business Roundtable and Corporate Voices for Working Families

published early childhood education A Call to Action from the Business Commu-

nity, declaring that too many children enter school ill-prepared to succeed. BRT

and CVWF called upon state and federal governments to make the development

of ―high-quality‖ early childhood education programs a top priority. Research

describes ―the wide learning gap between low and high-income children before

they enter kindergarten and warns that many poor and middle-class children

who start out behind will fall further and further behind.‖ High-quality preschool

programs can close the gap, and research shows that children in such programs

score significantly higher on measures of learning skills and school readiness.

CVWF includes early childhood education and After School Care as one of their

―Four Pillars of Work‖ and is committed to policy initiatives that address high

quality learning opportunities in early childhood education and after school

programs,

On a purely

economic

basis, it

makes a lot

of sense to

invest in the

young

19

A. What Business Can Do Within Their Own

Organizations

In the Wexford-Missaukee area, 67% of children younger than six years of age have both

parents participating in the workforce.

Numerous studies reveal that there is a cost to businesses that do not respond to its em-

ployees’ need for reliable and high quality early childhood programs. Employees are likely

to miss work when they spend long hours trying to find early childhood programs or when

they deal with tenuous arrangements. When employees using these programs are at work,

they have difficulty concentrating because they are worried about their children (Galinsky

and Johnson, 1998).

Companies have also found that there are business benefits in providing employee assis-

tance with early childhood resources, including improved recruitment and retention (Bond,

Gallinsky and Swanberg, 1980).

Creating workplaces which support employees’ needs such as child care and dependent

care support, education and family leave, job flexibility and wellness programs, benefit em-

ployers by decreasing absenteeism, increasing productivity, reducing turnover, increasing

recruitment of new employees and increasing employee morale.

Action Steps:

1. Learn about best practices in creating supportive workplaces.

2. Conduct surveys, focus groups or forums to learn more about work/life needs of

employees.

3. Adopt policies in your business that support working families, including use of work time

to attend children’s school events, PTO meetings or program advisory board..

4. Provide child development and parenting information by using bulletin boards, in-house

newsletters, electronic networks, or literature in paycheck envelopes.

5. Sponsor local speakers to offer parent support groups, parent education, and child

development seminars at the workplace (before work, during lunch time or after work).

6. Make sure family insurance coverage includes health services such as prenatal and

maternity care, well child care, mental health care, and immunizations.

Companies

have also

found that

there are busi-

ness benefits

in providing

employee

assistance

with early

childhood

resources,

including

improved

recruitment

and retention

18

IV. Getting Involved

Promoting the Importance of Early Childhood

Education

Help publicize programs that offer parent education, family support, early care and

education and health services by displaying posters, circulating flyers and providing

informational brochures.

Hang posters regarding the importance of the early years near water coolers,

vending machines, copy machines and waiting areas.

Inform the public about the importance of the early years in newsletters, ads,

promotions and products. For example, newsletter articles highlighting the impor-

tance of the early years could be reproduced in newsletters, ads and promotions.

Be aware of policies impacting young children and their families. Communicate

concerns about the importance of the early years to policy makers.

Work with and support other community partners to expand and improve physical

and mental health services, early care and education and family support and parent

education programs for families with young children.

Encourage employees and members to participate in the Wexford-Missaukee Area

Great Start Collaborative, Parent Coalition and/or boards of early childhood pro-

grams.

Share expertise, talent, and skills with early childhood and family support programs.

Provide in-kind support to local early childhood health, education and care, and

family support programs.

Adopt an early childhood program or family support program for focused volunteer

efforts.

Establish partnerships with early childhood programs who would like employers to

volunteer for local opportunities.

7

Knowing that an investment in our children plays a critical role in improving their chances

of success, both in school and in life, BRT is committed to advocating public policies that

improve education performance and workforce competitiveness in the United States.

The BRT supports state business coalitions and business leaders in advocating for

improved state and national education performance at all levels—from pre-K through

graduate school—with a focus on the policy changes needed to produce measurable

results.

Michigan Business Leaders for Education Excellence (MBLEE) has adopted the principle

developed by BRT and CVWF to assess existing early childhood programs, consider

philanthropic priorities, evaluate policy proposals and formulate policy positions.

For more information, visit www.businessroundtable.org or www.cvworkingfamiies.org

Federal Reserve Bank of Minneapolis

The Federal Reserve Bank of Minneapolis has published special studies in many areas,

including early childhood development. The Federal Reserve bank of Minneapolis is

concerned about long-term economic growth. Investments made by families and society

in children early in life yield both private and public long-term returns, including higher

lifetime earnings for the children, higher tax revenues and lower government transfer

payments. Beginning in 2003, with Early Childhood Development: Economic Develop-

ment with a High Public Return, written by Art Rolnick, Senior Vice President and Direc-

tor of Research; and Rob Grunewald, Regional Economic Analyst, the Federal Reserve

Bank of Minneapolis continues to make the case for early childhood investments as

strategy for economic growth.

For more information, visit http://www.minneapolisfed.org.

High/Scope Perry Preschool Study

A landmark, long-term study of the effects of high-quality early care and education on

low-income three– and four-year-olds shows that adults at age 40 who participated in a

preschool preprogram in their early years have higher earnings, are more likely to hold a

job, have committed fewer crimes, and are more likely to have graduated from high

school. Overall, the study documented a return to society of more than $17 for every tax

dollar invested in the early care and education program.

An invest-

ment in our

children

plays a

critical role

in improving

their

chances of

success

both in

school and

life

8

The High/Scope Perry Preschool study was conducted over four decades by the late

David P. Weikart, founder of the High/Scope Educational Research Foundation; Larry

Schweinhart, High/Scope’s current president; and their colleagues.

Among the study’s major findings are:

More of the group who received high quality early education graduated from high

school than the non-program group (65% vs. 45%, particularly females 84% vs. 32%).

Fewer females who received high-quality early education than no-program females

required treatment for mental impairment (8% vs. 36%) or had to repeat a grade (21% vs. 41%).

The group who received high-quality early education on average outperformed the

non-program group on various intellectual and language tests during their early childhood years, on school achievement tests between ages 9 and 14, and on liter-acy tests at ages 19 and 27.

More of the group who received high-quality early education than the non-program

group were employed at age 49 (7% vs. 62%).

The group who received high-quality early education had median annual earnings

more than $ 5,000 higher than the non-program group ($20,800 vs. $ 15,300).

More of the group who received high-quality early education owned their own

homes.

More of the group who received high-quality early education had a savings account

than the non-program group (76% vs. 50%).

More of the group who receive high-quality early education had significantly fewer

arrests than the non-program group (36% vs. 55% arrested five times or more).

Significantly fewer members of the group who received high-quality early education

than the non-program group were ever arrested for violent crimes (32% vs. 48%), or drug crimes (14% vs. 34%).

The Perry Preschool study is one of the bodies of research that the organizations, cited

earlier, use in their work. It continues to play a key role in helping communities support-

ing early childhood efforts. Dr. Larry Schweinhart speaks across the world explaining

the returns on early childhood investment.

For more informational visit www.highscope.org

The group

who

received

high-quality

early educa-

tion on

average out-

performed

the non-

program

group on

various

intellectual

and

language

tests

17

I. Benefits of Early Childhood Education

Competitive Workforce

Family-friendly workplace practices increase the attractiveness of a firm as it

recruits potential employees.

Early childhood services can make it easier for businesses to keep productive

workers.

Almost two-thirds of employers found that family-friendly workplace practices

decrease turnovers. Depending on the form these practices take, employers

experienced a decreased employee turnover rate ranging from 37% to 60%.

Workplace Productivity Connected to Care-giving

Arrangements

Problems such as employee absenteeism and loss of productivity are often related to

unreliable or unavailable care for young children.

29% of employed parents experienced some kind of child care breakdown in the

past three months.

Work and family conflicts cost businesses an estimated $3 billion per year

nationally.

Future Workplace and Community Development

Studies show that expenditures on high-quality early childhood education and care

generate significant benefits. On average, each child who participates in a quality

early learning program will:

Return $17 for every $1 spent on preschool

Save the State $171,473 in delinquency and crime costs

and $7,303 in education costs.

Return $14,078 to government in taxes paid

Earn $156,490 more over the course of their work life.

Studies

show that

expenditures

on

high-quality

early

childhood

education

and care

generate

significant

benefits.

16

The teacher who is reaching out to them is not doing so to give a welcoming pat but an

aggressive hit or shove. The child, without thinking, immediately responds by hitting

the teacher first or running away It is quite possible that the tremendous increase in

seemingly random acts of violence in our society is related to the increased number of

children responding to high levels of early stress and fear by living in their brain stems.

H. A Final Word

During the past several years our knowledge and understanding of brain growth and

development has grown exponentially. We now know how to provide environmental

stimulation that will create optimal neural wiring in the cortex and encourage the devel-

opment of thoughtful, academically competent adults.

We understand the critical connection between the quality of infants’ emotional relation-

ships at their later social behavior. We also realize that some windows of opportunity

for affecting children’s brain development are remarkably brief. Our challenge now is to

act on this knowledge to ensure that every child born in Michigan reaches Kindergarten

with the intellectual and emotional function necessary to enable them to become a pro-

ductive, contributing citizen. The future strength and economic vitality of our country

depend upon it.

We

understand

the critical

connection

between the

quality of

infants’

emotional

relation-

ships and

their later

social

behavior

9

C. Summary

Business leaders are not the only credible messengers discussing early childhood devel-

opment. Economists, bankers, and financial experts have joined the conversation. They

raise many points, but three stand out:

Early childhood education affects our nation’s ability to compete around the globe; unfortunately, we are not competing well.

We receive a huge economic return on investment in high-quality early education.

Economically and demographically, we should not let any child ―fall through the cracks.‖

III. Brain Architecture

The early years of life matter because early experiences affect the architecture of the

maturing brain. As it emerges, the quality of that architecture establishes either a sturdy

or a fragile foundation for all of the development and behavior that follows—and getting

things right the first time is easier than trying to fix them later.

In the mid-1990’s, ―brain science‖ findings entered into the consciousness of some Ameri-

cans. By 2000, a growing number of average citizens saw the early years as a time when

enormous learning occurred. Today, most educators and growing numbers of others

know that children learn a lot before Kindergarten. Indeed, as children begin Kindergar-

ten they can be on track for a lifetime of success or failure based on how much they

learned in their first five years.

A. Key Points

85% of the brain develops in the first five years of life.

Young children are born with a potential I.Q. range of about 40 points. Whether children will be at the bot-tom of the average range and struggle to graduate from high school or be at the top and successfully complete college, depends to a great extent on what they experience in the first few years of life.

The activities and relationships young children ex-perience have a tremendous impact on their brains and their productivity.

There is little public investment in children during this period, contrasted with later years of life. The RAND Corporation has contrasted brain growth with public spend-ing for children 0-18 to show the disparity between current investment opportunities.

10

Building Children’s Brains

By Joan lessen-Firestone, Ph.D.

Many things can wait.

The child cannot.

Now is the time.

His bones are being formed.

His blood is being made.

His mind is being developed.

To him, we cannot say tomorrow.

His name is today.

—Gabrielle Mistral

15

G. Stress is Devastating

The remarkable growth and development if the neural cortex during the earliest years of

life can occur only when a child feels emotionally secure in warm, stable relationships.

When young children are stressed, fearful, or insecure, the limbic (emotional) area of

the brain actually prevents learning from occurring.

Whenever a child feels stressed or frightened, a structure in the limbic system responds

by secreting cortisol into the bloodstream. This circulates through the body and washes

over the neural cortex, where it prevents neural connections from being formed and

strengthened. Even if excellent opportunities for stimulation and learning are present in

the environment, children who are stressed cannot take advantage of them to develop

their brains. Unable to use the higher, thinking part of the brain, children revert to func-

tioning in the lower area of the brain stem and use the survival mechanisms of fight or

flight to cope with their situation. It is only when the period of stress ends, and children

again feel secure, that learning and higher-level thought processes can resume.

The relationship among fear, cortisol, and learning exists throughout life. Even adults

with mature coping skills cannot learn or even think clearly when under too much

stress. Infants, because they are dependent on others to fulfill their every need, are

much more likely than individuals of any other age to frequently feel panic or fear.

If children live under stressful conditions for significant periods of time in their first two

year, the results are disastrous. For it is during this time that the emotional center of

the brain is being refined, and its entire developmental course is altered when it experi-

ences frequent high levels of stress and the corresponding high levels of cortisol. Re-

peated exposure to a great deal of cortisol programs, the child’s brain begin to expect,

like, and even seek situations that will lead to the release of cortisol. This happens in

much the same way that children who live in a home where food is

highly salted learn to prefer it that way. Children who become

accustomed to high cortisol begin to live in the brain stem, rather

than the thinking cortex. They view each interaction as one that

threatens their survival.

The two brain scans at the right show the difference between a

normal child and one who has experienced extreme neglect. On

the right we can see the lack of activity in the frontal part of the

brain, which is the center of higher order thinking and cognition.

.

If children

live under

stressful

conditions

for

significant

periods of

time…

the

results are

disastrous

14

E. Three to Nine: Connections Consolidate

After age three, it becomes somewhat more difficult for neural connections to be

made, but until about age nine, when the hormones associated with puberty come

into play, the brain still has good potential to grow and change. It is, in fact, during

this time, from about three to nine, that the brain uses the most energy in its work.

The brain of a child in this age range uses twice as much glucose energy daily as it

will at any other time in their life.

About 50 percent of the calories that young children consume are used to support

this intense brain activity, much of which has to do with consolidating the growth of

neural pathways. In the first three years, pathways proliferate wildly as each new

experience and stimulus lead to the growth of new connections. The more connec-

tions that are made, the more possibilities that exist. Later, the connections are

pruned and refined—consolidated—with the result that only those that are well used

and meaningfully connected to the child’s life remain.

F. The Early Years are Critical

After consolidation is complete, at around age ten or eleven, the brain loses much

of its plasticity, and changes in wiring become much harder to make. People who

learn to speak a foreign language after age ten, for example rarely will be mistaken

for a native speaker of that language. During the first year of life, children made all

sounds of every language and, in doing so, develop neural connections that allows

these sounds to be perfectly made. However, if the sounds are not reinforced by

adults and used regularly by the child, the early connections will disappear during

the period of consolidation. Even extensive practice during later life never will rec-

reate these original connections.

The critical period for developing other skills is even shorter. Infants, for instance,

occasionally are born with cataracts. It appears as if their eyes, visual nerves, and

visual area of the cortex would function perfectly if only the cloudy coverings over

the eyes were removed. If the cataracts are removed during the child’s first two

years, they quickly gain visual abilities and soon is indistinguishable from any child

born without cataracts. If the operation occurs after a child’s second birthday, how-

ever, it is useless– they will never regain the ability to see. The critical period for

developing vision has passed, and the opportunity for the child to see has been lost

forever.

11

B. Why Early Education?

Introduction

For countless generations, young children have cuddled in their parents’ arms, grabbed

and explored interesting objects, and bounced and crawled as soon as they were able.

While such behaviors usually are tolerated and often encouraged, only recently have we

begun to understand their critical importance in building children’s brains. Almost 80 per-

cent of our knowledge about the brain has been developed during the past ten years

through such modern technologies as Functional Magnetic Resonance Imaging (FMRI)

scans. We now know that the ―wiring‖ of a child’s brain, unlike their skeletal system, is not

determined before birth. The brain’s wiring occurs in direct response to the environmental

input the child receives after they are born. The brain of a child who has happily spent their

first five years hearing and speaking English, playing the violin, and swimming in a lake will

wire itself differently from that of a child who contentedly spends those years learning Japa-

nese and Russian, exploring the computer, and playing on swings and teeter-totters. More

significant is the fact that these two children’s brains will both look and perform very differ-

ently from that of a child who spent their first years in a stress-filled environment without

much language, much stimulation, or much nurturing.

By the time children enter Kindergarten, a great deal of the emotional and intellectual wir-

ing of their brains has been set. Whether children are on a path leading to academic suc-

cess and positive social behavior or to school failure and violence is determined largely by

the manner in which this wiring has occurred. For the first time, we now understand how

and why this happens.

Certainly, genetic inheritance plays a role in children’s intelligence. But rather than set an

absolute level of intelligence, heredity seems to set the range in which the child's intelli-

gence is likely to fall. The environmental experiences a child receives determines the ab-

solute level reached within this range. It currently is thought that the range of intelligence

set by heredity encompasses about 40 I.Q. points. For example, a child may be born with

a possible I.Q. range of 80-120.

The brain’s

wiring

occurs in

direct

response to

the

environ-

mental

input the

child

receives

after they

are born

12

C. Four Major Parts of the Brain

Understanding four major parts of the brain will help explain how it functions

1. Brain Stem

The brain stem is at the base of the brain and, since the brain develops from the bottom

up is the first part of the brain to become active. It serves two functions, both critical for

survival. First, it controls such automotive functions as heartbeat and breathing, which,

for the child to live must operate from the moment of birth Second, it is the area asso-

ciation with ―fight or flight.‖ whenever the child feels threatened or fearful, they will

revert to functioning in this area of the brain and act quickly, without thought or plan-

ning, to survive.

2. Cerebellum

Above the brain stem is the cerebellum, which is associated with movement. This

densely packed area has many connections with the part of the brain related to abstract

thinking and mental focus. When young children do not move and exercise regularly,

the connections are weaker than the otherwise would be, and thinking and focus suffer.

Vestibular stimulation, such as swinging and spinning, particularly supports one’s ability

to focus.

3. Limbic

The limbic area, or emotional center, of the brain is next. This area of the brain works

differently from the other areas in that it contains structures that secrete substances into

the blood stream. Three substances circulate throughout the body affecting how we

feel and act. This is the area of the brain that releases adrenaline and cortisol when

one is stressed.

4. Cerebrum

The cerebrum is the highest part of the brain and deals with thought processes. At the

top and front of the cerebrum, almost below the hairline, is the frontal cortex. This is

the area in which abstract thought occurs. It does not even really begin to develop until

children are about eight years old. The other parts of the cerebrum, which are con-

nected to sensory input, develop earlier. This explains young children's ability to deal

with concrete objects they can see, feel, taste, and smell before they can think about

abstract ideas that do not have a sensory connection. 13

The cerebrum is covered by the cortex (Latin for ―bark‖). New research indicates that

the cortex varies in thickness among individuals, and the thickness of the cortex, rather

than the size or weight of the entire brain, is related to how smart individuals are—that

is, how quickly they can solve problems and learn new tasks. Amazingly, we now know

that the types of activities and relationships a child experiences in the early years deter-

mine the thickness of their cortex. We also know what types of experiences thicken the

cortex and what types do not. Their experiences in the first year of life determine where

in this range they ultimately will fall - and if, for example, high school will be a struggle

or college a success.

5. Neurons

The important cells in the cortex are neurons. One hundred billion neurons, the most

that an individual will ever posses, are present in the brain at birth. Each first resem-

bles a spindly young tree before it develops its elaborate system of branches and

roots. Each is fairly isolated and does not communicate with other neurons through its

branches (dendrites) or roots (axons). As infants begin to receive appropriate stimula-

tion—stimulation that is sensory, novel, and challenging, such as the sight and sound of

a new rattle—the neurons begin to branch out. When babies begin to realize that two

objects are similar (―I can suck a breast, and I can suck a bottle‖), neurons begin to

communicate with one another. The more communication that occurs, the more

branching that occurs, and the denser the forest of neurons becomes.

Event though few new neurons are created, the cortex becomes thicker because of the

extensive network of branches and roots that develop among the existing neurons

when children receive appropriate stimulation.

D. Birth to Three—Neurons Branch and Connect

The development of neurons, and the attendant change in brain interconnectedness,

does not happen with equal ease throughout one’s life. It is during the first three years

of life that brain growth occurs most quickly and easily. A multitude of new connec-

tions are made every day. This is not surprising if we consider the external changes

that occur from birth to three years.

During this first three years, normally developing children learn to speak, think, and

perform sophisticated movements and build interpersonal relationships. There is no

other three year period in life which we come close to matching the rate of these ac-

complishments. FMRI scans comparing the brains of healthy and neglected four-year-

olds clearly show that this growth occurs as a function of the environment rather than

heredity.