Brain Development and its Influence on Human Development Joint Special Session, OAS Washington, DC Brain Development and its Influence on Human Development This presentation was given on February 24, 2010. By J. Fraser Mustard * Alfredo Tinajero The Founders’ Network * Founding President, Canadian Institute for Advanced Research February 24, 2010

Human Development Nature Nurture Genes Epigenetics Stimulation 10-008 Nature Nurture Genes Epigenetics Stimulation and Nutrition Gene Function Neurobiological Pathways Physical Mental Learning Health Health

10-004 need new number Epigenetics Epigenetics is the molecular and cellular mechanisms governing the function of normal genes [all the 100 billion neurons in your head have the same DNA].

What is experience? 08-026 The stimuli that you encounter both pre- and post-natally as well as in later stages differentiate neuron function. Examples: sound, touch, vision, smell, food, thoughts, drugs, injury, disease, physical activity, etc. Experience begins in utero that effects the differentiation and function of the neurons in the brain. Experience that affects brain development in the early years of life include the neural pathways that relate to sound, touch, vision, smell, thoughts, drugs, injury, and disease. Obviously, food (nutrition) is crucial for the development of neurons. Adequate nutrition without the other experiences will not lead to full development of the architecture of the brain. Kolb, U Lethbridge

Health(physical and mental) Learning (literacy) Behaviour 03-080 Experience-Based Brain Development in the early years of life sets neurological and biological pathways throughout life that affect: Health(physical and mental) The exponential growth in knowledge from the neurosciences about the development of the brain and related biological pathways has provided clear evidence as to how experience in early life affects the development of the brain and biological pathways. Experience-based brain development in the early years of life sets neurological and biological pathways that affect, throughout life, health [physical and mental], learning (literacy) and behaviour. Thus, experience in the early years of life can set trajectories that affect health, well-being and competence for life. Learning (literacy) Behaviour

Early Human Development Literacy & Health

Early Child Development and Language 04-200 Early Child Development and Language Starts early – first 7 months – neurons differentiate language sounds (e.g. English, Japanese) Sets capability for mastering multiple languages in early life Sets literacy, language and learning trajectory for the second and third stages of development

Literacy Levels for the Population Ages 16 to 65 – USA 05-178 Literacy Levels for the Population Ages 16 to 65 – USA Prose Document Quantitative Percent The United States Department of Education has replicated the OECD studies. This slide is adapted from Adult Literacy in America: A First Look at the Findings of the National Adult Literacy Survey. U.S. Department of Education. 2002. The results are similar to the OECD studies of literacy in the United States and other developed countries. In developed countries, nearly 50% of the U.S. population is at Levels 1 and 2 (low) and about 5% are at Level 5 (high). Low High Level NALS, p. 17, 2002

05-173 Literacy Levels (Quantitative) and Physical, Mental or Other Health Conditions – USA Health Problems Mental or Emotional Problems Long-term Illness Percent This slide is also based on the report from the recent U.S. assessment (Adult Literacy in America: A First Look at the Findings of the National Adult Literacy Survey. U.S. Department of Education. 2002) shows the competence of the adult population in literacy and the burden of physical and mental health problems. In terms of the literacy assessments, Level 1 is low and Level 5 is high. There is a gradient in health status when the data are plotted against the level of literacy competence of the population. The OECD data on developed countries shows a significant correlation between levels of literacy and life expectancy. It may be because the brain pathways that affect language and literacy have some link to the LHPA (stress) pathways that affect behaviour and health. Level NALS, p. 44, 2002

Percentages of Adults in Poverty, by Literacy Level – USA (Prose) 05-170 Percentages of Adults in Poverty, by Literacy Level – USA (Prose) Level Percent NALS, p. 61, 2002

Early Experience and Brain Architecture and Function 07-001 Affects gene expression and neural pathways Shapes emotion, regulates temperament and social development Shapes perceptual and cognitive ability Shapes physical and mental health and behaviour in adult life Shapes physical activity (e.g. skiing, swimming, etc.) Shapes language and literacy capability This slide summarizes the effect of early experience on brain architecture and function.

Early Child Development 06-001 Success by Ten Early Child Development Intervene early Intervene often Intervene effectively Integrate with primary schools Ludwig and Sawhill, Brookings Institution

Grade 3 Language Scores Argentina _ _ _ _ _ _ _ _ 05-066 Grade 3 Language Scores Argentina _ _ _ _ _ _ _ _ Brazil _ _ _ _ _ _ _ _ _ _ Chile _ _ _ _ _ _ _ _ _ Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Mexico _ _ _ _ _ _ _ 100 150 200 250 300 350 400 UNESCO, 1998

Community Polyclinics Pregnancy to Age 6 Developmental Health (pre and post natal) Services provided by Community Polyclinics Nutritional support Child (Care) Stimulation (Puericultura) Weekly Home Visits 14

Health and Language Scores 90 350 330 310 290 270 250 230 Language Scores – UNESCO First Regional Study (1998) 70 Mortality Rate Under One Mortality Rate (WHO, 1990) 50 4th grade Language (UNESCO, 1998) 30 10 Honduras Dominican Rep. Venezuela Cuba Chile Argentina Colombia Paraguay México Brazil Bolivia Mustard, JF. @ Tinajero, A., 2009

Association Between Preschool Attendance and Learning Cuba Percent enrolled in preschool Reading Scores – 6th grade (UNESCO, 2008) Chile Uruguay Costa Rica Argentina Peru Colombia Dominican R. Paraguay Mustard, JF. @ Tinajero, A., 2009 100% 80% 90% 70% 60% 50% 40% 30% 20% 10% 5 25 20 15 10 35 30 45 40 50 % of preeschool enrolment - children ages 3-5 (UNESCO-LLECE, 2008) % of children at Level IV – Reading Scores (high) - 6th grade (UNESCO, 2008) Los Niveles III y IV corresponde a los niños con los resultados más altos.

Early Development Instrument (EDI) 03-085 Early Development Instrument (EDI) Kindergarten – Age 5 Physical health and well-being Social knowledge and competence Emotional health/maturity Language and cognitive development Communication skills and general knowledge

CENDI - Monterrey, Mexico EDI – Canada and CENDI - Monterrey, Mexico 08-046 % Low on % Low on One Domain Two Domains CENDI 18.5% 3.8% (centre-based) (Monterrey) Canadian Middle Class 25.9% 12.9% (120,000)

Policies to Foster Human Capital 02-056 Policies to Foster Human Capital "We cannot afford to postpone investing in children until they become adults nor can we wait until they reach school - a time when it may be too late to intervene." Heckman, J., 2001 (Nobel Prize Economics, 2000)

WHO – Marmot Commission on Social Determinants of Health 08-151 Chapter 5 – Equity from the Start Recommendation 5.1: WHO and UN Children’s Fund (UNICEF) set up an interagency mechanism to ensure policy coherence for early child development such that, across agencies, a comprehensive approach to early child development is acted on. WHO, August 2008

The Commission recommends that: Recommendation 5.2 The Commission recommends that: Governments build universal coverage of a comprehensive package of quality early child development programmes and services for children, mothers, and other caregivers, regardless of ability to pay. WHO, August 2008

10-002 Of all the countries in the Americas, Cuba’s programs of nutrition and stimulation for rural and urban children provide the best example of equity for early human development in the Americas. We all can learn from what Cuba has accomplished.

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References Mustard, J.F. Early child development and experience-based brain development: the scientific underpinnings of the importance of early child development. Washington: The Brookings Institution. 2006. Available at: www.founders.net Mustard, J.F. Early human development – Equity from the start – Latin America. Latin American Journal of Social Sciences, Childhood and Youth, vol. 7, #2, July-Dec 2009. Available at: www.founders.net Mustard, J.F. The effects of nature and nurture on early human development and health, behaviour and learning. Presentation at the First International Symposium in Puebla, Mexico. January 27, 2010. Available at: www.founders.net CP23764E