Building Brains and Futures: One Connection at a Time Robbin
Gibb LaVonne Rideout Slide 2 No longer a debate Environment leaves
its mark on our genome and can modulate future gene expression in a
sometimes heritable fashion The study of how environment leaves its
footprint on the genome falls into the domain of Epigenetics Harry
Harlow -early work on surrogate mothers Slide 3 Each gene contains
a unique set of instructions that is carried out if endorsed
(signed) by signature effect the environment. This is what is known
as the signature effect Slide 4 Brain and Human Development Nature
Nurture Genes Epigenetics Stimulation & Nutrition &
Nutrition Gene Function Gene Function Neurobiological
Neurobiological Pathways Pathways Physical Mental Behaviour
Learning & Health Health Cognition Slide 5 Slide 6 Building
Better Brains The process of building a healthy brain is influenced
by a wide range of factors, particularly the first 2000 days from
conception - A strong foundation Protection from toxic stress
Strong air traffic control Skills SERVE AND RETURN* Slide 7 Top
Three Factors to Promote Brain Development 1. Attachment &
Relationships (SERVE & RETURN) 2. Build EF (AIR TRAFFIC
CONTROL) 3. Manage Stress (AVOID TOXIC STRESS) Slide 8 The
Irreducible Needs of Children: What Every Child Must Have to Grow,
Learn, and Flourish By Stanley Greenspan and Terry Brazelton
Identify 7 NEEDS of children Physical protection, safety,
regulation Experiences tailored to Individual difference
Developmentally appropriate experience Limit setting, Structure,
and Expectations Stable, Supportive communities and Cultural
continuity Protecting the future Slide 9 NUMBER 1 NEED? NEED FOR
ONGOING, NURTURING RELATIONSHIPS Slide 10 Top Three Factors to
Promote Brain Development 1. Attachment & Relationships (SERVE
& RETURN) 2. Build EF (AIR TRAFFIC CONTROL) 3. Manage Stress
(AVOID TOXIC STRESS) Slide 11 Success Requires: Creativity
Flexibility Self-Control Discipline All of these qualities are
executive functions supported by the PFC -EFs are more important
for school readiness than IQ -EFs are trainable as early as the
first year of life Slide 12 Children with worse self-control (EF)
at ages 3-11 (stress, loneliness, not physically fit): Have worse
health outcomes Earn less Commit more crimes in the ensuing 30
years (studies controlled for IQ, Gender, and SES) Even small
improvements in EF can translate into improvements in health,
wealth, and lower crime rate for a nation( Moffitt et al. PNAS
2011). Slide 13 Top Three Factors to Promote Brain Development 1.
Attachment & Relationships (SERVE & RETURN) 2. Build EF
(AIR TRAFFIC CONTROL) 3. Manage Stress (AVOID TOXIC STRESS) Slide
14 TOXIC STRESS Positive or Tolerable STRESS Development of Stress
Reactivity Modest Stress Reactivity Reduced Risk for Disease
Increased Stress Reactivity Increased Risk for Heart Disease, Type
II Diabetes, Alcoholism, Affective Disorders, Brain Aging etc.
Early Experience alters stress axis Slide 15 Felletti : Turning
Gold into Lead ACE (adverse childhood experience) study >17,000
middle aged adults in California ACEs are more common than
previously thought and have a powerful effect on mental and
physical health later in life Frontal lobe development is
particularly sensitive Slide 16 Emotional abuse Physical abuse
Sexual abuse Mother treated violently Household use of drugs or
alcohol Presence of mental illness Parental Separation or Divorce
Incarcerated household member And what are Adverse Childhood
Experiences ? Slide 17 OUTCOMES SCALE Positive Negative Serve and
Return Toxic stress Air traffic control Sturdy foundation Positive
Slide 18 Pay it forward Neuroeconomists tell us that return on
investment at this time of life ( preschool) is greater than at any
other time in human development Generations to come can benefit
from early childhood investment such as this Slide 19 Two Key Ways
to Make a Difference 1.Prevention 1. Prevention- by providing
children and families with support we can avoid many situations
that undermine brain development 2.Ingenuity 2. Ingenuity- we can
use our knowledge about brain development and learning to provide
experience that will maximize learning in children Slide 20
Building Adult Capability Slide 21 How are Lethbridges young
children doing? What the research tells us Presented to: SACPA
Presented by: La Vonne Rideout and Dr. Robbin Gibb Date: February
19, 2015 2015 Early Child Development Mapping Project Slide 22 22
Working together in Alberta Slide 23 Putting together the data
Socio- Economic Status Community Resources EDI Community Maps and
Reports Slide 24 ECD communities in Alberta Edmonton Calgary Slide
25 Coalitions provide unique input 100 mobilized throughout Alberta
established community boundaries in a province where there are no
common boundaries provided an equal voice at the table for all
sectors in the community contributed to research and put the data
to work Slide 26 Who sits on coalitions Adapted from ECMaps Final
Report. Slide 27 The EDI Population-based measure Surveys how
children are doing in communities and across Alberta Not about
individual children Questionnaires filled out by kindergarten
teachers Slide 28 EDI: 2009 to 2013 gathered twice by 135 school
authorities approximately 1,100 schools involved 86,564
questionnaires collected; 70,206 questionnaires usable two rounds
collected in each community and merged to form baseline results
Slide 29 EDI categories Developing appropriately: most or all
developmental skills appropriate by kindergarten; above the 25 th
percentile or top 75 per cent Experiencing difficulty: probable
delays in some areas of development; between the 10 th and 25 th
percentile Experiencing great difficulty: significant delays in
development; below the 10 th percentile or bottom 10 per cent Slide
30 Five areas of development Alberta EDI results (2009-2013), ECMap
70,206 questionnaires Please note: Percentages may not always add
up to exactly 100% due to rounding or missing data. June 2014
(Updated) Slide 31 Great difficulty in ONE or more areas of
development Great difficulty in TWO or more areas of development
Alberta Canada Alberta falling behind the Canadian norm Alberta EDI
results (2009-2013), ECMap Slide 32 73.1% in ALL FIVE areas of
development Alberta Developing appropriately 32 Alberta EDI data
(2009-2013), ECMap 16.4% Communities Lowest community
ALBERTAHighest community 46.4% Slide 33 Less than half (46 per
cent) are developing appropriately in all five areas of
development. Nearly 29 per cent experience great difficulty in one
or more areas and nearly 15 per cent experience great difficulty in
two or more. This does not include children with diagnosed severe
disabilities. Alberta baseline results Slide 34 Lethbridge Early
Development Instrument (EDI) baseline results Source: Early Child
Development Mapping Project (ECMap), April 2014 Slide 35 Slide 36
Slide 37 Slide 38 Slide 39 Slide 40 Slide 41 Slide 42 Slide 43 SEI:
Its not just about income Slide 44 Socio-economic status of
communities has been related to EDI results. Children generally
scored higher on the EDI in communities with positive SEI and lower
in communities with lower SEI. The socio-economic connection Slide
45 Largest # experiencing difficulties found in middle SEI
communities Total number EGD1+ 20,116 Slide 46 23,100+ community
resources identified by coalitions and mapped higher socio-economic
index (SEI) linked to greater frequency of resources more study
needed to understand connection between resources and EDI Resources
tied to SEI Slide 47 ECD community resources include programs and
services, informal supports and physical features identified by
coalitions total: 23,600 Slide 48 Early Child Development Mapping
Project (ECMap) September 2013 Early life experiences are critical
in building a solid foundation for life. Building a strong
foundation Slide 49 49 Children grow up in an environment of
relationships Families play a primary role. Slide 50 safe, walkable
well-designed playgrounds, recreational facilities and green spaces
quality, accessible child care and early learning opportunities
access to affordable, nutritious food supportive social networks
welcoming & inclusive 50 Importance of communities Slide 51
comprehensive, accessible health care, good parental leave policies
family friendly employment standards job training and adequate
wages, so parents can look after their families high quality early
care and learning standards coordinated services for young children
and families 51 Impact of society Slide 52 Weighing the benefits of
positive development school success better jobs earn more
physically and mentally healthier stable relationships better
parent better coping skills struggle in school high school dropout
lower paying jobs acute and chronic illnesses commit crime
addictions + _ Slide 53 Why is it important to have data on how
young children are doing? Understanding Action Slide 54 Summary
Thousands of young children in Alberta are not reaching their
potential. This represents a big loss in a province that has the
fastest growing population of preschool children in Canada. All
communities have young children who are struggling. Communities
care passionately about their children. Slide 55 Final
Recommendations Continue to gather EDI data as part of a
comprehensive early childhood development (ECD) monitoring system
for Alberta Support the continuation of community coalitions in
using research data for community and provincial action planning
for ECD in AB Ensure healthy, nurturing environments are available
for all children regardless of socio-economic status, disabilities,
family circumstances, cultural backgrounds or geographic location
in the province Slide 56 Recommendations contd Develop a strategy
to increase general knowledge and understanding of ECD in
communities across Alberta Establish a provincial secretariat of
Human Early Learning and Development with a cross- departmental
mandate on ECD Re-examine the current qualifications for
professionals in early education and improve knowledge about ECD in
related fields Slide 57 Check out the LiveAtlas
https://www.ecmap.ca/Findings- Maps/Pages/LiveAtlas.aspx Slide 58
For more information www.ecmap.ca Slide 59 Champion for Children
Make Albertas Children non- negiotable To access ECMaps research
data, reports and materials go to www.ecmap.cawww.ecmap.ca To
access ECMaps research data, reports and materials go to
www.ecmap.cawww.ecmap.ca
