toxic stress and the science of child development: implications for early childhood professionals
DESCRIPTION
Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals. The 2013 Annual Early Childhood Conference of the Bennington County Child Care Association & Partners November 2 nd , 2013 Todd Grindal, Abt Associates Julius B. Richmond Dissertation Fellow - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/1.jpg)
1
Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals
The 2013 Annual Early Childhood Conference of the Bennington County Child Care Association & Partners
November 2nd , 2013
Todd Grindal, Abt Associates
Julius B. Richmond Dissertation Fellow
Harvard Center on the Developing Child
![Page 2: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/2.jpg)
2
Preschool Teacher (2002-2005, 2007)
Elementary School Teacher (2001-2002)
![Page 3: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/3.jpg)
3
Outline of Today’s Activities
• Core concepts of early development
• Research on the impact of early childhood programs
• Discuss how this material is relevant to your work
![Page 4: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/4.jpg)
4
My objectives for this workshop
1. Help each of you develop a deeper understanding of the science of child development its implications for you work with children & families.
2. Lean about issues related to early childhood policy and practice in Vermont
![Page 5: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/5.jpg)
5
What are your objectives for today?
(please share with the person sitting next to you)
Why might it be useful for early childhood professionals to
understand the underlying science of child development?
![Page 6: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/6.jpg)
6
Core Concept 1: Experiences Build Brain Architecture
![Page 7: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/7.jpg)
7
Looking inside the brain
![Page 8: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/8.jpg)
8
birth 6 years 14 years
Experience Shapes Brain Architecture by Experience Shapes Brain Architecture by Over-Production Followed by PruningOver-Production Followed by Pruning
(700 synapses formed per second in the early years)(700 synapses formed per second in the early years)
![Page 9: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/9.jpg)
9
Neural Circuits are Wired in a Neural Circuits are Wired in a Bottom-Up Sequence Bottom-Up Sequence
FIRST YEAR
-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Birth (Months) (Years)
Sensory Pathways(Vision, Hearing)
LanguageHigher Cognitive Function
Source: Nelson (2000)Source: Nelson (2000)
![Page 10: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/10.jpg)
10
The Ability to Change Brains Decreases Over Time
Source: Levitt (2009)Source: Levitt (2009)
BirthBirth 1010 2020 3030
Physiological “Effort” Required to Enhance Neural Connections
Normal Brain Plasticity Influenced by Experience
Age (Years)Age (Years)4040 5050 6060 7070
![Page 11: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/11.jpg)
11
Experiences Build Brain ArchitectureReviewing Key Terms
•Neuron•Synapse •Pruning•Sensitive periods•Plasticity
![Page 12: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/12.jpg)
12
Experiences Build Brain ArchitectureActivity
Based on the information on brain architecture, why might attending a high
quality childcare program be beneficial for young children?
![Page 13: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/13.jpg)
Core Concept 2: Interactions Shape Brain Circuitry
![Page 14: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/14.jpg)
14
Brains and Skills are Shaped by the “Serve and Return” Nature of Human Interaction
![Page 15: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/15.jpg)
15
Language environment impacts childrenLanguage environment impacts children’’s s language development language development
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) Source: Hart & Risley (1995)
![Page 16: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/16.jpg)
16
Early Experiences Alter Gene Expression and Shape Development
Neuron
![Page 17: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/17.jpg)
17
Genes Carry Instructions that Tell Our Bodies How to Work
Nucleus
Chromosome
DNA
Gene
![Page 18: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/18.jpg)
18
Early Experiences Leave Lasting Chemical “Signatures” on Genes
External Experience
Gene Regulatory Proteins
Epigenetic “Signature” Turns Gene On or Off
![Page 19: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/19.jpg)
19
Neuroscience basis for individual differences
Example 1:
Early Experience Affects Differences Early Experience Affects Differences in Adult Anxiety in Mice in Adult Anxiety in Mice
Source: Gross & Hen, 2004
High care
Low care
Low
High
![Page 20: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/20.jpg)
20
Gene/Environment InteractionGene/Environment InteractionAn Example An Example
http://learn.genetics.utah.edu/content/epigenetics/rats/
![Page 21: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/21.jpg)
21
Interactions Shape Brain Circuitry Reviewing Key Terms
•Serve and Return
•Gene-Environment Interaction
![Page 22: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/22.jpg)
22
Experiences Build Brain ArchitectureActivity
Imagine you are preparing to share some information on children's brain development at
a preschool back-to-school night.What of 3 ways children engage in serve and
return behaviors while in the classroom?&
What are 3 ways parents could engage in serve and return behaviors with parents
outside of school?
![Page 23: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/23.jpg)
Core Concept 3: Early Life Experiences are Built Into Our Brains and Bodies ( for better or for worse)
![Page 24: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/24.jpg)
ToxicToxicProlonged activation of stress response systems Prolonged activation of stress response systems
in the absence of protective relationships.in the absence of protective relationships.
ToxicToxicProlonged activation of stress response systems Prolonged activation of stress response systems
in the absence of protective relationships.in the absence of protective relationships.
Three Levels of Stress Response
TolerableTolerableSerious, temporary stress responses, Serious, temporary stress responses, buffered by supportive relationships.buffered by supportive relationships.
TolerableTolerableSerious, temporary stress responses, Serious, temporary stress responses, buffered by supportive relationships.buffered by supportive relationships.
PositivePositiveBrief increases in heart rate, Brief increases in heart rate,
mild elevations in stress hormone levels.mild elevations in stress hormone levels.
PositivePositiveBrief increases in heart rate, Brief increases in heart rate,
mild elevations in stress hormone levels.mild elevations in stress hormone levels.
![Page 25: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/25.jpg)
Toxic Stress Changes Brain Architecture
NormalNormal
Toxic Toxic stressstress
Prefrontal Cortex andPrefrontal Cortex andHippocampusHippocampus
Typical neuron— many connections
Damaged neuron— fewer connections
Sources: Radley et al. (2004); Bock et al (2005)
![Page 26: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/26.jpg)
Source: Source: C.A. Nelson (2008); Marshall, Fox & BEIP (2004)
Extreme Extreme NeglectNeglect
Positive Positive RelationshipsRelationships
Severe Neglect Affects Brain Power
![Page 27: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/27.jpg)
Significant Adversity Impairs Development in the First Three Years
Number of Risk Factors Source: Barth, et al. (2008)
Ch
ild
ren
wit
h
Ch
ild
ren
wit
h
Develo
pm
en
tal D
ela
ys
Develo
pm
en
tal D
ela
ys
1-2 3 54 6 7
20%
40%
60%
80%
100%
![Page 28: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/28.jpg)
Risk Factors for Adult Heart Disease are Embedded in Adverse Childhood Experiences
Adverse Experiences Source: Dong, et al. (2004)
Od
ds R
ati
o
0 1 2 3 4 5,6 7,8
0.5
1
1.5
2
2.5
3
3.5
![Page 29: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/29.jpg)
Still Face Experiment
http://www.youtube.com/watch?v=apzXGEbZht0
Caregivers Depression Can Have a Profound Impact on Young Children
![Page 30: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/30.jpg)
Example 3: Early Abuse Affects Later Behavior
Source: Pollak & Kistler (2002)
![Page 31: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/31.jpg)
Profound NeglectImpairs Physical Growth
Source: Johnson et al. (2000) Source: Johnson et al. (2000)
11-Year-Old Girl11-Year-Old Girl(height-for-age = 48 (height-for-age = 48
month old)month old)
![Page 32: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/32.jpg)
32
Positive early experiences yield positive long-term
outcomes
![Page 33: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/33.jpg)
33
Children randomly assigned to leave the institution and be placed and high quality foster care environment Children placed in foster care before age 2 appear to catch up with typical children on measures of cognitive development These children had lower rates of ADHD, disruptive behaviors, and depression when compared to children who stayed in the institution
As a result of this study,•The Romanian government passed a law forbidding the institutionalization of non-handicapped children under age 2.•Over 27,000 foster homes have been created.
Bucharest Early Intervention Project
![Page 34: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/34.jpg)
34
Head Start closes one-third of the gap between median and low income family income on a summary of young adult outcomes:
High school graduation College attendance Idleness (not in high school, no wages) Crime Teen parenthood Health status
Long-term effects of Head Start
Source: Deming, 2009
![Page 35: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/35.jpg)
35
Chicago Child-Parent Center (2004)•Children who did not receive a strong education from PK through 3rd grade were three times more likely to be held back and more likely to be placed in special education than those who had a strong PK-3 foundation.
Preparing to Succeed-Boston (2011)• Attending preschool erased the Latino/white test score gap and significant reduced the African American/White test score gap
Preschools in the Public Schools
Source: Reynolds, et al., 2004
![Page 36: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/36.jpg)
36
The impact of attending high quality early childhood education can be observed nearly four
decades later
![Page 37: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/37.jpg)
37
Source: Heckman, 2006 p.1902
Rates of return to human capital investment
![Page 38: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/38.jpg)
38
Cost/Benefit Analyses Show Positive Returns
Early Childhood Programs Demonstrate Range of Benefits to Society
$2
$6
$8
$4
$10
$3.23
Abecedarian Project
(through age 21)
$5.70
Nurse Family Partnership
(High Risk Group)
Perry Preschool(through age 40)
Total Return per $1 Invested
Sources: Heckman et al. (2009)Karoly et al. (2005)
Break-Even Point
0
$9.20
![Page 39: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/39.jpg)
39
36 months: Adjusted means for child outcome by quality
Source: NICHD ECCRN, 2000
0
10
20
30
40
50
60
Reynell Verbal Comprehension
Bracken School Readiness
Low Quality
Low/Average Quality
High/Average Quality
High Quality
Exclusive Maternal Care
![Page 40: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/40.jpg)
40
The best of what we do is still not good enough
![Page 41: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/41.jpg)
41
Program Evaluation Research Helps Identify Effectiveness Factors
Not all programs are effective.
Effectiveness factors are key to distinguishing those programs that work from those that do not.
Our goal: to provide clearer guidance than the usual calls for “quality.”
Source: Center on the Developing Child at Harvard University (2007)
![Page 42: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/42.jpg)
42
Effectiveness Factors for Early Care and Education Programs
• Skilled and well-compensated personnel
• Small group sizes and high adult-child ratios
• Language-rich environment
• Developmentally appropriate “curriculum”• Safe physical setting
• Warm and responsive adult-child interactions
Source: Center on the Developing Child at Harvard University (2007)
![Page 43: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/43.jpg)
43
Effectiveness Factors for Parenting Education Programs:
Parenting education with modeling and/or opportunities for practice
43
0.370.39
0.13
0.25
0.14
0.07
0
0.1
0.2
0.3
0.4
0.5
Child cognitive skills Child pre-academicskills
Parent warmth &responsiveness
ECE programs thatdid provideparentingeducation withmodeling
ECE programs thatdid not provideparentingeducation withmodeling
Grindal et. al. (under review)
![Page 44: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/44.jpg)
44
Four Targets for Professional Development
Source: U.S. Department of Education (2010)
Institutional/Organizational Practices Classroom/
Group Setting Quality
Educator Education, ECE Training,
Well-Being
Practices Related to Specific Child
Outcomes
![Page 45: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/45.jpg)
45
Sources of Toxic Stress
Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments
Healthy Developmental Trajectory
Delayed Development
Current Conceptual Framework for Early Childhood Policy and Practice
![Page 46: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/46.jpg)
46
Protective Interventions
Designing an Enhanced Framework that Balances Enrichment and Protection
Sources of Toxic Stress Healthy Developmental
Trajectory
Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments
![Page 47: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/47.jpg)
47
An Integrated, Science-Based Logic Model Could Inform More Effective
Early Childhood Policies and Programs
Source: Center on the Developing Child (2010)
Health & Development Across the Lifespan
Preconception Prenatal
Early Childhood
Middle Childhood
Adolescence
Adulthood
Biological Adaptations
or Disruptions
Foundations of Healthy
Development
Caregiver & Community Capacities
Policy & Program
Levers for Innovation
![Page 48: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/48.jpg)
Brain Hero!
http://www.youtube.com/watch?v=s31HdBeBgg4
![Page 49: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/49.jpg)
49
Thank you !
![Page 50: Toxic Stress and the Science of Child Development: Implications for Early Childhood Professionals](https://reader035.vdocument.in/reader035/viewer/2022062409/568150d3550346895dbef6ab/html5/thumbnails/50.jpg)
50
www.developingchild.harvard.edu