WHEN ACES MEET THE ARTS IN EARLY CHILDHOOD THE GHOST IN MY LITTLE GIRL’S LIFE Janice M. Gruendel, M.Ed., Ph.D. Senior Fellow, Institute for Child Success Fellow, Yale University Edward Zigler Center July 24, 2015

2 What’s Inside…  A gallop through early brain development and functions  When ACES meets the arts: The ghost in my little girl’s life  STEAMING into school readiness: Maximizing young children’s learning and the contribution of children’s arts C. Jane Kendrick’s 2013 Photobucket

3 Insights into Young Children’s Development through their Art  Can young children follow simple directions when they are drawing, painting, building or dancing?  Do young children have words to describe their artistic experience?  Can they find the front and back of a storybook?  How long can they attend to a given or chosen activity?  Can young children finish a project?  Do they appear to enjoy learning?  Do they play well individually and work well together? From the Calvin Hill Day Care Center

4 Part I: A Gallop Through Early Brain Development Part I  Brain development in the early years  Executive function, self-regulation and social competence  The impact of adversity Harvard Center on the Developing Child, Retrieved July 2015

5 Key Concepts: Experiences Build Brain Architecture Key Concepts: Brain Architecture. Harvard Center on the Developing Child, Retrieved July 2015

6 Key Concepts: Serve and Return Key Concepts: Serve and Return. Harvard Center on the Developing Child, Retrieved July 2015

7 Key Concepts: Executive Function and Self-Regulation Key Concepts: Executive Function. Harvard Center on the Developing Child, Retrieved July 2015

8 People with four or more types of ACES are: Nearly twice as likely to smoke 4.5 times more like to engage in drug abuse 7 times more like to suffer from chronic alcoholism 11 times more likely to abuse injection drugs 19 times more likely to have attempted suicide More than twice as likely to have later health problems including heart disease, obesity and diabetes ADVERSE CHILDHOOD EXPERIENCES (ACE) STUDY Types of adverse childhood experiences: Sexual abuse Emotional abuse Emotional neglect Physical abuse Physical neglect Substance abuse in home Mental illness in home Incarceration of family member Parental separation or divorce Witness violence against mother

3:1 Odds of Adult Heart Disease After 7-8 Adverse Childhood Experiences Adverse Experiences Source: Dong, et al. (2004) via Center on the Developing Child at Harvard University Odds Ratio ,67,

Significant Adversity Impairs Early Development within First 3 Years Number of Risk Factors Data Source: Barth, et al. (2008) Children with Developmental Delays % 40% 60% 80% 100% Graphic adapted from 2011, Center on the Developing Child at Harvard University 10

11 Key Concepts: Toxic Stress and ACES Key Concepts: Toxic Stress. Harvard Center on the Developing Child, Retrieved July 2015

12 Summarizing Part I: 5 key points 1. The early years constitute a critical and highly sensitive period in the development of brain architecture, pathways and functioning. 2. We are – as parents, other primary caregivers and teachers -- essential contributors and partners in this development. 3. Brain development is built upon responsive, reciprocal relationships – the new 3 R’s! 4. Toxic stress, trauma and adverse childhood experiences (ACES) can actually impair brain development and delay or derail critical brain functioning (like executive function, self-regulation and social competence). 5. Some groups of children are especially at risk for these negative impacts.

13 Part II: When ACES meets the Arts in Early Childhood

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17 Why the Ghost Story Matters: Adversity is real…  The “ghost girl” is representative of thousands of youngsters who do or will populate your classrooms, now and in the future.  Chronic, intergenerational poverty is one (but not the only) form of “toxic stress.” 1 in 4 of all children in America today live at or below the FPL 1 in 2 live in low-income families (at or below 200% of the FPL) Among children of color, ~7 in 10 live in low-income families  Toxic stress and ACES in the early years can actually change brain architecture and neural pathways, and can derail skill development critical to school success. Building resilience really matters.  Early childhood educators must engage in the NEW 3 R’s, functioning as both a buffer to toxic stress & an intentional participant in children’s brain development.  Children’s artistic expression and behaviors can serve as a window into their experiences of adversity and as a contributor to the development of executive function and self-regulation skills, and social competence.

18 Part III: STEAMING into School Readiness Part III  Building an intentional PK-3 system  The STEM – STEAM – brain connection  When the “R” in ART equals Resilience

Kids are proficient and joyous learners, and are “ready for K” Learning Spaces Life Experiences Adults: Parents and Caregivers Kids: Birth through about age 5 Kids are proficient and joyous learners, and are ready for 4 th grade Learning Spaces Life Experiences Adults: Teachers & Parents 19 Kids: Kindergarten through Grade 3 Kids and the arts

20 The STEM – STEAM – Brain Connection Children’s artistic expression Reflects early experience and promotes motor, mental & social- emotional skills, and joy in learning STEM and STEAM

21 When the “R” in ART equals Resilience Key InBrief: The Science of Resilience. Harvard Center on the Developing Child, Retrieved July 2015

22 Some Action Ideas For teachers and other early childhood professionals  Recognize behavioral and attention challenges as a potential reflection of adversity  Advocate for early identification, screening and appropriate interventions  Expand opportunities for young children’s “voice” through their art  Learn more about the immediate and longer-term impacts of adversity For early childhood administrators  Learn more about taking a ”whole family” two-generation approach to your programs  Work to implement a PK-3 approach to curriculum and cross-grade connections  Promote interagency and cross-system engagement to benefit both children and their families For higher education teachers, researchers and administrators  Build course content and research opportunities at the intersection of brain science, adversity and two generational approaches

23 In Closing Photo from the Annie E Casey Foundation’s KidsCount Data Center As adults, our early years – from birth through adulthood – constitute a relatively small part of our total lives. But for young children, these years equal 100% of their lives… As parents, professionals and policy makers, we have an obligation to build for their success, 100% of the time. Understanding the potential of the arts as a window onto their development – across domains and skills -- can really help us help them.

Sources for further exploration and learning… 24

25  ACES Connection (Daily Feed) ACES Connection  Center on the Developing Child: Harvard University Center on the Developing Child: Harvard University  Institute for Child Success Brain Science Series Institute for Child Success Brain Science Series Strategies for Building Executive Function Skills in the Early Years (January 2015) Rethinking the Governance of Early Childhood Systems (February 2015) Designing for Outcomes Through a Two-Generation Lens – Good Science & Good Common Sense (March 2015)  Kagan, S.L. & Kauerz, K. Early Childhood Systems: Transforming Early Learning (2012)  Kauerz, K. & Coffman, J. Framework for Planning, Implementing, and Evaluating PreK-3 rd Grade Approaches (2013)Framework for Planning, Implementing, and Evaluating PreK-3 rd Grade Approaches  National Child Traumatic Stress Network (Constantly Updated) National Child Traumatic Stress Network