The Science of Early Childhood Development JACK P. SHONKOFF, M.D. JULIUS B. RICHMOND FAMRI PROFESSOR OF CHILD HEALTH AND DEVELOPMENT DIRECTOR, CENTER ON THE DEVELOPING CHILD HARVARD UNIVERSITY Massachusetts Department of Early Education and Care | Boston, MA April 8, 2008

Science Tells Us that Early Life Experiences Are Built Into Our Bodies

Barriers to Educational Achievement Emerge at a Very Young Age 1200 College Educated Parents Working Class Parents 600 Cumulative Vocabulary (Words) Welfare Parents 200 16 mos. 24 mos. 36 mos. Child’s Age (Months) Source: Hart & Risley (1995)

Human Brain Development Synapse Formation Dependent on Early Experiences Language Higher Cognitive Function Sensory Pathways (Vision, Hearing) 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) Source: C. Nelson (2000)

Canaries in the Mine In a study of 188 children under age 3 with newly opened cases in the Massachusetts Department of Social Services, 66% had developmental delays that met the criteria for IDEA-Part C services (MECLI, 2005). In a survey of 119 Massachusetts preschool teachers, 39% reported expelling at least one child from their program in the preceding year (Gilliam, 2004).

Building an Integrated Science of Child Health, Learning, and Behavior Blending the tools of the biological, behavioral, and social sciences – and closing the gap between what we know and what we do to enhance healthy development and successful learning.

Core Concepts of Development Brains and skills are built over time, neural circuits are wired in a bottom-up sequence, and the capacity for change decreases with age. The interaction of genes and experience shapes the architecture of the developing brain, and the active agent is the “serve and return” nature of children’s relationships with the important adults in their lives.

Brains and Skills are Built Over Time

A Framework for Understanding the Long-Term Impacts of Early Adversity Research on the biology of stress helps explain some of the underlying reasons for differences in learning, behavior, and physical and mental health.

Positive Stress Tolerable Stress A necessary aspect of healthy development that occurs in the context of stable, supportive relationships. Brief increases in heart rate and mild changes in stress hormone levels. Tolerable Stress Stress responses that could disrupt brain architecture, but are buffered by supportive relationships. Allows the brain an opportunity to recover from potentially damaging effects.

Toxic Stress Strong, prolonged activation of the body’s stress response systems in the absence of the buffering protection of adult support. Can damage developing brain architecture and create a short fuse for the body’s stress response systems, leading to lifelong problems in learning, behavior, and both physical and mental health.

Institutionalization and Neglect of Young Children Disrupts Their Body Chemistry 35% Percent of Children with Abnormal Stress Hormone Levels 30% 25% 20% 15% 10% 5% Middle Class US Toddlers in Birth Families Neglected/Maltreated Toddlers Arriving from Orphanages Overseas Source: Gunnar & Fisher (2006)

Implications for Education Policy and Practice

There Are No Magic Bullets Positive relationships and developmentally appropriate learning experiences can be provided both at home and through a range of evidence-based programs. A balanced approach to emotional, social, cognitive, and language development will best prepare children for success in school and later in the workplace. Highly specialized interventions are needed as early as possible for children experiencing tolerable or toxic stress.

Maximizing Return on Investment The basic principles of neuroscience and human capital formation indicate that later remediation will produce less favorable outcomes than preventive intervention. Responsible investments focus on effective programs that are staffed appropriately, implemented well, improved continuously, and generate benefits that exceed or justify their costs.

Key Elements of Science-Based Early Childhood Education Policy Investing in the training, recruitment, and retention of a skilled early childhood workforce. Planning broadly from pregnancy to kindergarten, and looking beyond education and health care to address the needs of the most vulnerable children. Leveraging the power and sustainability of bi-partisan political support and public-private sector partnerships to maximize return on investment.

www.developingchild.harvard.edu