libraries, brain development, and literacy
DESCRIPTION
Libraries, Brain Development, and Literacy. Ontario Library Association Super Conference 2005. Toronto, Ontario. By J. Fraser Mustard Founding President, CIAR. February 4, 2005. 03-072. CIAR. The Canadian Institute for Advanced Research. 03-073. CIAR Programs. Population Health - PowerPoint PPT PresentationTRANSCRIPT
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By J. Fraser MustardFounding President, CIAR
February 4, 2005
Libraries, Brain Development, and Literacy
Ontario Library AssociationSuper Conference 2005
Toronto, Ontario
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03-072
The Canadian Institute for Advanced ResearchCIAR
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03-073
CIAR Programs
Population Health
Human Development
Economic Growth
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LITERACY
03-115
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01-064
20
22
24
26
28
30
32
34
36
1.2 1.4 1.6 1.8 2
USAUKM
IRL
CANDEU
NLD NOR
SWE
FINDNK
Gin
i coe
ffici
ent
Literacy inequality
Liberal Market EconomyCo-ordinated Market Economy
Economic Inequality and Literacy Inequality
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01-040 Levels of Literacy:A Reflection of ECD
Level 1:
Level 2:
Level 3:
Level 4 and 5:
indicates persons with very poor skills.
people can deal with material thatis simple
is considered a suitable minimum forcoping with the demands of everyday life
describe people who demonstratecommand of higher-order processing skills
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Gradients and Literacy
200
600
500
400
300
800
700
-2 -1 0 1 2
0
I
II
III
IV
V
Socioeconomic Status
Rea
ding
Sco
re Level04-025
Willms
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02-061
Document Literacy1994 – 1998, Ages 16 to 55
Level 1 and 2 Level 4 and 5SwedenCanadaAustraliaUnited StatesChile
23%42%43%48%85%
34%23%17%18% 3%
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00-085
Chile
Canada
Netherlands
Sweden
170
190
210
230
250
270
290
310
330
350
0 5 10 15 20
InternationalMean
Mean scores
Parents’ Education (years)
DocumentLiteracy Scores
Literacy Gradients
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1970 199519850
5
10
15
20
25
O.E.C.D.Year
Percentage of Population Ages 17-25 at Level 4 (Prose)
Sweden
Finland
Canada
USA
04-168
%
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00-042SocioculturalGradients forLanguageScoresBy Country
Cuba
ArgentinaBrazil
Colombia
Chile
Parents' Education (Years)
1 4 8 12 16200
240
280
320
360
Lang
uage
Sco
re
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Grade 3 Language Scores
UNESCO, 1998
100 250 300 350 400150 200
Argentina _ _ _ _ _ _ _ _
Brazil _ _ _ _ _ _ _ _ _ _
Chile _ _ _ _ _ _ _ _ _
Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mexico _ _ _ _ _ _ _
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Adult Literacy andGrade 3 Test Scores (Language)
% Adult Grade 3 Literacy Test Scores
Cuba 96 343
Argentina 96 263
Chile 95 259
Brazil 83 277
Mexico 89.6 252Casassus, UNESCO, 1998
05-005
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Gross Domestic Product andGrade 3 Test Scores (Language)
GDP/Capita Grade 3 Test $ Scores
Chile 9.930 259
Argentina 8.498 263
Mexico 6.796 224
Brazil 5.928 256
Cuba 3.100 343
Text text text text text text text text
Casassus, UNESCO, 1998
05-006
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Education Spending and TestAchievement Grade 3 (Language)
% Spent Test Scores on Education
Mexico 26.0 224
Argentina 15.0 263
Chile 14.0 259
Brazil NA 256
Cuba 10.2 343
Text text text text text text text text
Casassus, UNESCO, 1998
05-008
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Causes of Variation in Literacy
1. Conditions of early child development
2. Quality of school system
3. Conditions in adult life
05-004
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03-005
-202468
10121416
Intention to Treat
350 Days orLess in Centre
400 Days orMore in Centre
All
Very Low
Low Birth Weight
WISC Verbal Scores Age 8 –Low Birth Weight Children in ECD Centres (Age 1 to 3)
Hill, Brooks-Gunn, Waldfogel. Dev. Psychol. 2003 July.
Low
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02-001
0
600
1200
12 16 20 24 28 32 36
High SES
Middle SES
Low SES
Age - Months
Literacy – Early Vocabulary Growth
B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995
Cu
mu
lativ
e V
oca
bu
lary
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Test of Language Development (TOLD) at Age 9
Correlation between vocabulary growth at Age 3 and TOLD at Age 9.
0.74
04-146
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Abecedarian Study – Reading
Age 8 Age 12 Age 15 Age 21
Age at Testing
0
1.2
0.8
0.4
Effect Size PrimaryGrades
Preschool Preschool &Primary Grades
04-153
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99-092
Romanian Orphanage Study
Adopted Canadian Homes
< 4 months 8 to 53 months
IQ normal
good attachment
few behaviour
problems
IQ low
poor attachment
serious behaviour
problems
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01-012
Significant correlation with registered
criminality (teenage) appeared for language
development at 6, 18, and 24 months
Early Learning and Criminal Behaviour
Stattin, H. et al -
102; 369, 1993
Journal of Abnormal
Psychology
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THE BRAINAND LITERACY
03-115
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Early Child Development and Language
Starts early – first 12 months
Sets capability for mastering multiple languages
What is a good early start?
04-200
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Sounds and Language
R and L
English = Fried rice
Japanese – Flied lice
Before 7 months Japanese and American infants discriminate R and L equally. Not by 12 months.
04-201
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Second Language Acquisition
0 10 20 30-0.1
-0.05
0
0.05
0.1
Age when Learned 2nd Language
Bra
in D
ensi
ty *
Mechelli et al, Nature 431, 757, 2004
04-214
* Left Inferior Parietal Cortex
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Second Language ProficiencyB
rain
Den
sity
*
-0.1
-0.05
0
0.05
0.1
0 1 2 3 4Proficiency Second Language
Mechelli et al, Nature 431, 757, 2004
04-213
* Left Inferior Parietal Cortex
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The structure of the human brain is altered by the experience of acquiring a second language.
Mechelli, Nature 431, 2004
05-001
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03-131
NEUROSCIENCE
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03-013
The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.
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04-145
The brain is a pathway by which experiences get under the skin to affect health, learning and behaviour.
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The Founders’ Network
Neal Halfon
04-212
SoundVisionSmell
TouchProprioceptionTaste
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SIGNAL-SENDING NEURON
RECIPIENT NEURON
Synapse
Dendrite
Axon
Two Neurons04-039
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04-142
What Do We Know?
Conditions of early life affect the differentiation and function of billions of neurons in the brain.
This early experience sets up the pathways (connections) among the different centres in the brain.
The Biology of Brain Development
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03-079
Eye cataracts at birth prevent
development of vision neurons
in the occipital cortex
Vision - Hubel & Wiesel
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0 1 4 8 12 16
AGE
Human Brain Development – Synapse Formation
SensingPathways
(vision, hearing)
LanguageHigherCognitive Function
3 6 9-3-6
Months Years
C. Nelson, in From Neurons to Neighborhoods, 2000.
Con
cep t
i on
01-003
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03-012
Synaptic Density
Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.
At Birth 6 Years Old 14 Years Old
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02-066
The Fear Response
Visual Cortex
Visual Thalamus
Amygdala
Scientific AmericanThe Hidden Mind, 2002, Volume 12, Number 1
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How Genes Make Memories Stick
DendriteAxon
SynapseHypothetical synapse-to-nucleus signaling molecule1
3
2
4
Stimulus
Activation of CREB
CREB Activates Gene
Synapse-Strengthening Proteins
Gene
CREB
Nucleus
Scientific American, Feb. 2005
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HPA -STRESS
PATHWAY
03-155
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EmotionalStimulus
PIT
Cortisol CortisolCRF
ACTH
Amygdala Hippocampus
AdrenalCortex
HypothalamusPVN
+ + - -
LeDoux, Synaptic Self
03-002
HPA Pathway Control
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Hypothalamus
Vasopressin
Pituitary Gland
Blood Vessel
Cortisol
CortisolKidney
Adrenal Gland
Cortisol
CRH
ACTH
ACTH
Paraventricular Nucleus
Stress Pathway
04-023
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Interaction of the Brain and Immune System
Hypothalamus
PituitaryGland
Immune Organs
Locus Ceruleus
CRF
ACTH
Cortisol
Cor
tisol
Cytokines SympatheticNervous system
Vagus
Ner
ve
Adrenal Gland
Immune Cells
CRF
03-110
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01-023
Hyman, S., States of Mind, New York: John Wiley, 1999
Genes and Brain Stimulation
“ … in the dance of life, genes and environment are absolutely inextricable partners. On the one hand, genes supply the rough blueprint for the brain. Then stimulation from the environment, whether it’s light impinging on the retina or a mother’s voice on the auditory nerve, turns genes on and off, fine-tuning those brain structures both before and after birth.”
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03-063
HEALTH
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From the time of the ancient Greeks to the 20th century, it was accepted that the mind can affect illness.
The new thrust of the biosciences and the new treatments for disease have recently caused us to have less interest in the mind-body interaction and disease.
Esther Sternberg (NIH)
04-007
The Brain and Health
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Swedish Longitudinal Study – ECD and Adult Health
Number of Adverse ECD Circumstances*
Odds - RatiosAdult Health
0 1 2 3 4
General Physical
Circulatory
Mental
1
1
1
1.39
1.56
1.78
1.54
1.53
2.05 3.76
2.91
2.08
10.27
7.76
2.66
* Economic, family size, broken family and family dissention
Lundberg, Soc. Sci. Med, Vol. 36, No. 8, 1993
04-006
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03-089
Serotonin Gene, Experience, and Depression
Age 26
No Abuse Moderate Abuse Severe Abuse
.30
.50
.70
A. Caspi, Science, 18 July 2003, Vol 301.
Depression Risk
LL
SS
SL
S = Short Allele L = Long Allele
Early Childhood
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03-065
BEHAVIOUR
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02-008
“Maltreatment at an early age can have enduring negative effects on a child's brain development and function.”
Martin TeicherScientific American, 2002
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02-011
Martin TeicherScientific American, 2002
"The aftermath … can appear as
depression, anxiety, suicidal thoughts or
post-traumatic stress - or as aggression,
impulsiveness, delinquency, hyperactivity
or substance abuse."
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01-008
"Longitudinal studies show … most seriously
antisocial adolescents and adults who had
behavior problems during childhood showed as
antisocial behavior when they enter the school
systems."
Tremblay, R. - Developmental Health and the
Wealth of Nations, 1999
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VULNERABLE CHILDREN
04-161
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-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
Socioeconomic Status
0
10
20
30
40
Vulnerable Children Aged 4 to 6 – NLSCY 1998
Rest of Canada
Ontario
Prevalence of Vulnerable
Children
03-018
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Early Child Development and
Parenting Centres
05-002
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01-029
0
10
20
30
40
50
60
Readiness/receptivity for
learning
Early literacy
Early numeracy
Program Non-program
%
Do Parenting Centres Make a Difference?% of Kindergarten Students Who Received High Readiness Rating, Toronto 1999-2000
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99-004
- 0 1 2 3 4 5 6
parent-oriented
child-oriented
ECD and Experience-Based Brain Development
ageComponents of Early Childhood Development and Parenting Centres:
Universal – available, accessible, affordable and optional Parental and non-parental careParent- and child-orientedQuality early child development environments
Responsive relationships and parent involvement
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Public Policy – ECD-P Centres
Universal and accessible
Community-based centres linked to primary schools and libraries
Children’s Services linked to centres
Well-educated and trained staff
Parenting and labour market policies
Outcome accountability
04-151
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OUTCOMEMEASURES
03-116
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03-085Outcome Measures
Early Development Instrument (EDI)
Physical health and well-being
Communication skills and general knowledge
Social knowledge and competence
Emotional health/maturity
Language and cognitive development
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Average Economic Family Income
Families with at least one child < 15
42,000 – 58,00058,000 – 68,00068,000 – 82,00082,000 – 100,000100,000 – 290,000
Data from 2001 Census
04-052
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Measuring Readiness for School Learning
Percentage of students who scored in the lowest 10th
percentile in 2 or more domains
Over 25%
04-053
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Measuring Readiness for School Learning
Fewer than 10%
Percentage of students who scored in the lowest 10th
percentile in 2 or more domains
04-055
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Grade 3 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Fewer than 40%
04-060
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Grade 3 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Over 70%
04-062
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Grade 6 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Fewer than 40%
04-067
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Grade 6 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Over 70%
04-069
Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003
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Establishing ECD and Parenting Centres
1. Cost
2. Integration of community activities
3. Linkage to the primary school system
05-003
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Rates of Return to Human Development Investment Across all Ages
Pre-school Programs
School
Job Training
ReturnPer
$Invested
R
2
4
6
8
0 6 18Age
Pre-School School Post School
03-074
Carneiro, Heckman, Human Capital Policy, 2003
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Council on Early Child Development
Objective:
To establish ECD and Parenting Centres linked to the school system, supported by all sectors of society, including government, that is universally available to all families with young children.
04-046
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Council on Early Child Development
Chair – Charles Coffey
Vice Chair – Robin Williams
Vice Chair – Jim Grieve
Co-Directors – Jane Bertrand Kathleen Guy
401 Richmond St. W., Suite 277Toronto, ON, M5V 3A8
For more information:[email protected]
04-045
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02-018
From Early Child Development
To
Human Development *
World Bank Report, 2002
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01-039
www.founders.net
To download this presentation, go to:Slides - Slide Shows
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References1. From Early Child Development to Human Development.
Editor: Mary Eming Young, World Bank, Washington, 2000.2. Synaptic Self: How Our Brains Become Who We Are.
Joseph LeDoux, Viking Penguin, New York, 2003.3. The End of Stress As We Know It. Bruce McEwen, Joseph
Henry Press, Washington, 2002.4. Developmental Health and the Wealth of Nations. Editors:
Daniel P. Keating, Clyde Hertzman, The Guilford Press, New York, 1999.
5. From Neurons to Neighborhoods. The Science of Early Child Development. Editors: Jack P. Shonkoff and Deborah A. Phillips, National Academy Press, Washington, 2000.
6. Early Years Study, Final Report Reversing the Real Brain Drain. Hon. Margaret Norrie McCain and J. Fraser Mustard, Publications Ontario, Toronto,1999.
References
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7. Vulnerable Children. Editor: J. Douglas Willms, University of Alberta Press, Edmonton, 2002.
8. Readiness to Learn at School. Magdalena Janus and Dan Offord, In Isuma (Canadian Journal of Policy Research) Vol. 1, No. 2, 2000.
9. Why are some people healthy and others not? Editors: Robert G. Evans et al, Aldine De Gruyter, New York, 1994.
10.The Early Years Study Three Years Later. Hon. Margaret Norrie McCain and J. Fraser Mustard, The Founders’ Network, 2002.
11.Choice for parents, the best start for children: a ten year strategy for childcare. Dept. for Education and Skills, HM Treasury. www.hm-treasury.gov.uk. 2004.