Early Brain Development and Public Po.ppt

1、What Have We Learned?What Should We Do?,Ross A. Thompson, Ph.D. Department of Psychology University of California, Davis ,Early Brain Development and Public Policy:,“On a purely economic basis, it makes a lot of sense to invest in the young. . . . Early learning begets later lea

2、rning and early success breeds later success.”- James J. Heckman, Ph.D.Nobel Prize laureate and University of Chicago economist,Why? “Skill begets skill” (self-productivity): early abilities provide a foundation on which later capabilities are constructed Later remediation of early achievement failu

3、res is difficult and costly; prevention of these difficulties is more cost-effective Both cognitive and noncognitive skills are essential foundations to adult workforce productivity Early investments have a multiplier effect: they facilitate the productivity of later investments,Developmental neuros

4、cience, developmental psychology,and the economics of human capital formation are yielding a common focus on development in the early years,Psychobiological development,Psychobehavioral development,cognition language attachment,emotions memory,brain development nutrition,developmental behavioral & m

5、olecular genetics,Thompson, R. A., & Nelson, C. A. (2001). Developmental science and the media: Early brain development. American Psychologist, 56(1), 5-15.,Brain Architecture is Built Over Time,The early years matter because the interaction between early experience and gene expression shapes the ma

6、turing architecture of the brain The development of the brain incorporates experience, whether positive or negative, that shapes the brains capacities Brain development is built in a hierarchical, “bottom-up” sequence, with advanced skills built on more basic capabilities As it develops, the quality

7、 of brain architecture establishes a sturdy or weak foundation for learning and behavior,Brain Architecture is Integrated,Brain development occurs through the brains active engagement in everyday experience Social, emotional, and cognitive development are integrated in brain development because each

8、 draws on common, interrelated neural functions Emotional health and social competence provide a strong foundation for emerging cognitive abilities, but early mental health problems can impair learning along with emotional well-being,The Plasticity of Brain Architecture Decreases Over Time,Brain cir

9、cuits consolidate with increasing age, making them more difficult to rewire The timetable of brain plasticity varies: it is narrow for basic sensory abilities, wider for language, and broadest for cognitive and social-emotional skills Early plasticity makes the young brain both more vulnerable to ha

10、rm and more capable of recovery At all ages it is more efficient biologically and economically to prevent later difficulty than to try to remedy problems that emerge,Thompson, R. A., & Nelson, C. A. (2001). Developmental science and the media: Early brain development. American Psychologist, 56(1), 5

11、-15.,Early Childhood Stress Influences Developing Brain Architecture,Research on the biology of stress responding shows that chronic, severe, and/or uncontrollable stressful experiences disrupt developing brain architecture and can lead to stress management systems that respond at lower thresholds,B

12、ut what is stress?,Positive Stress,Moderate, short-lived stress responses, such as brief increases in heart rate or mild changes in stress hormone levels.,Precipitants include the challenges of meeting new people, dealing with frustration, getting an immunization, or adult limit-setting.,An importan

13、t and necessary aspect of healthy development, especially when it occurs in the context of stable and supportive relationships.,Tolerable Stress,Stress responses that could disrupt brain architecture, but are buffered by supportive relationships that facilitate adaptive coping.,Generally occurs with

14、in a time-limited period, which gives the brain an opportunity to recover from potentially damaging effects.,Precipitants include death or serious illness of a loved one, a frightening injury, or parent divorce.,Toxic Stress,Strong and prolonged activation of the bodys stress management systems in t

15、he absence of the buffering protection of adult support.,Disrupts brain architecture and leads to stress management systems that respond at relatively lower thresholds, thereby increasing the risk of stress-related physical and mental illness.,Precipitants include extreme poverty, physical or emotio

16、nal abuse, chronic and serious neglect, enduring maternal depression, family violence.,Relationships are the “Active Ingredients” of Healthy Brain Development,Supportive early relationships offer protection from the effects of stress, and the absence of such relationships can imperil the brains capa

17、cities for managing stress and/or its recovery Early relationships also protect against biological hazards to healthy brain growth - nutritional inadequacy, physical illness, sensory impairment, dangerous exposures - beginning prenatally The intersection of brain maturation and relational experience

18、 also helps to explain fundamental aspects of healthy psychological development,Relationships also inspire psychological understanding and self-awareness,What Have We Learned?,respect and support the relationships on which infants and toddlers rely - within and outside the home help to promote the i

19、ntegrated development of minds and hearts in early learning experiences foster a strong foundation of brain architecture by stimulating, protecting, and supporting developing capacities strengthen the security of family life protect infants and toddlers against chronic, severe, or uncontrollable str

20、ess, and help to ensure relational support for managing stress enable sustained supportive assistance for young children in difficulty, particularly by enlisting nested relational networks,Early Relationships are the “Active Ingredients” of Healthy Development,If we truly believe that early, close r

21、elationships are crucial to mental and emotional growth . . . then we must reexamine: parental leave policies, income support and antipoverty programs, parental access to substance abuse, mental health, and domestic violence programs, and other policies that address the obstacles that exist to relia

22、ble, supportive family relationships on which infants and toddlers rely,Relationships Outside the Family are Developmentally Important,If we truly want to support the relationships of care on which infants and toddlers rely . . . then we must support high quality child care programs that promote: re

23、liable relationships with well-qualified caregivers, developmentally appropriate practices, an individualized, child-centered curriculum, a language-rich environment, a safe environment for children, and a supportive context for families,Multiple Strategies are Needed to Support Healthy Brain Develo

24、pment,If we truly believe that healthy brain development is a foundation to competence and well-being . . . then in addition to encouraging parents to talk and read to their infants, we must also urge: national attention to environmental protection, affordable access to prenatal care and well-baby c

25、are, early nutritional support, early vision and hearing screening, programs of accident prevention, and parents to prioritize relaxed, responsive, child-centered social play,School Readiness Requires a Balanced Approach,If we really want to build a strong foundation for healthy development and effe

26、ctive learning for infants and toddlers . . . then we must begin early, and we must devote as much attention to childrens emotional well-being, motivation, and social capacities as we do to their cognitive and academic skills,Early prevention is better than later remediation,If we truly believe that

27、 early intervention is crucial to preventing the development of serious later problems . . . then we must: enhance parental education about young childrens emotional lives, create screening and referral networks in pediatric health care, child care, home visitation, and other systems of family suppo

28、rt, develop a national cohort of well-trained practitioners in early childhood mental health, and provide targeted family-based interventions for young children experiencing toxic stress,Supporting Early Mental Health Requires Enlisting Nested Relational Networks,If we really want to provide develop

29、mentally-relevant screening, pre-ventive, and treatment services to support early mental health . . . then we must: create consultancies with child care providers who are often the first to become aware of early behavioral and emotional problems, create liaisons with child protection, welfare, primary health care, education, and other agencies, enlist multigenerational sources of family support, and support professional development of EC