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By J. Fraser Mustard Founding President, CIAR February 4, 2005 Libraries, Brain Development, and Literacy Ontario Library Association Super Conference 2005 Toronto, Ontario

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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 Presentation

TRANSCRIPT

Page 1: Libraries, Brain Development, and Literacy

By J. Fraser MustardFounding President, CIAR

February 4, 2005

Libraries, Brain Development, and Literacy

Ontario Library AssociationSuper Conference 2005

Toronto, Ontario

Page 2: Libraries, Brain Development, and Literacy

03-072

The Canadian Institute for Advanced ResearchCIAR

Page 3: Libraries, Brain Development, and Literacy

03-073

CIAR Programs

Population Health

Human Development

Economic Growth

Page 4: Libraries, Brain Development, and Literacy

LITERACY

03-115

Page 5: Libraries, Brain Development, and Literacy

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

Page 6: Libraries, Brain Development, and Literacy

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

Page 7: Libraries, Brain Development, and Literacy

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

Page 8: Libraries, Brain Development, and Literacy

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%

Page 9: Libraries, Brain Development, and Literacy

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

Page 10: Libraries, Brain Development, and Literacy

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

%

Page 11: Libraries, Brain Development, and Literacy

00-042SocioculturalGradients forLanguageScoresBy Country

Cuba

ArgentinaBrazil

Colombia

Chile

Parents' Education (Years)

1 4 8 12 16200

240

280

320

360

Lang

uage

Sco

re

Page 12: Libraries, Brain Development, and Literacy

Grade 3 Language Scores

UNESCO, 1998

100 250 300 350 400150 200

Argentina _ _ _ _ _ _ _ _

Brazil _ _ _ _ _ _ _ _ _ _

Chile _ _ _ _ _ _ _ _ _

Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Mexico _ _ _ _ _ _ _

Page 13: Libraries, Brain Development, and Literacy

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

Page 14: Libraries, Brain Development, and Literacy

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

Page 15: Libraries, Brain Development, and Literacy

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

Page 16: Libraries, Brain Development, and Literacy

Causes of Variation in Literacy

1. Conditions of early child development

2. Quality of school system

3. Conditions in adult life

05-004

Page 17: Libraries, Brain Development, and Literacy

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

Page 18: Libraries, Brain Development, and Literacy

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

Page 19: Libraries, Brain Development, and Literacy

Test of Language Development (TOLD) at Age 9

Correlation between vocabulary growth at Age 3 and TOLD at Age 9.

0.74

04-146

Page 20: Libraries, Brain Development, and Literacy

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

Page 21: Libraries, Brain Development, and Literacy

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

Page 22: Libraries, Brain Development, and Literacy

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

Page 23: Libraries, Brain Development, and Literacy

THE BRAINAND LITERACY

03-115

Page 24: Libraries, Brain Development, and Literacy

Early Child Development and Language

Starts early – first 12 months

Sets capability for mastering multiple languages

What is a good early start?

04-200

Page 25: Libraries, Brain Development, and Literacy

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

Page 26: Libraries, Brain Development, and Literacy

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

Page 27: Libraries, Brain Development, and Literacy

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

Page 28: Libraries, Brain Development, and Literacy

The structure of the human brain is altered by the experience of acquiring a second language.

Mechelli, Nature 431, 2004

05-001

Page 29: Libraries, Brain Development, and Literacy

03-131

NEUROSCIENCE

Page 30: Libraries, Brain Development, and Literacy

03-013

The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.

Page 31: Libraries, Brain Development, and Literacy

04-145

The brain is a pathway by which experiences get under the skin to affect health, learning and behaviour.

Page 32: Libraries, Brain Development, and Literacy

The Founders’ Network

Neal Halfon

04-212

SoundVisionSmell

TouchProprioceptionTaste

Page 33: Libraries, Brain Development, and Literacy

SIGNAL-SENDING NEURON

RECIPIENT NEURON

Synapse

Dendrite

Axon

Two Neurons04-039

Page 34: Libraries, Brain Development, and Literacy

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

Page 35: Libraries, Brain Development, and Literacy

03-079

Eye cataracts at birth prevent

development of vision neurons

in the occipital cortex

Vision - Hubel & Wiesel

Page 36: Libraries, Brain Development, and Literacy

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

Page 37: Libraries, Brain Development, and Literacy

03-012

Synaptic Density

Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.

At Birth 6 Years Old 14 Years Old

Page 38: Libraries, Brain Development, and Literacy

02-066

The Fear Response

Visual Cortex

Visual Thalamus

Amygdala

Scientific AmericanThe Hidden Mind, 2002, Volume 12, Number 1

Page 39: Libraries, Brain Development, and Literacy

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

Page 40: Libraries, Brain Development, and Literacy

HPA -STRESS

PATHWAY

03-155

Page 41: Libraries, Brain Development, and Literacy

EmotionalStimulus

PIT

Cortisol CortisolCRF

ACTH

Amygdala Hippocampus

AdrenalCortex

HypothalamusPVN

+ + - -

LeDoux, Synaptic Self

03-002

HPA Pathway Control

Page 42: Libraries, Brain Development, and Literacy

Hypothalamus

Vasopressin

Pituitary Gland

Blood Vessel

Cortisol

CortisolKidney

Adrenal Gland

Cortisol

CRH

ACTH

ACTH

Paraventricular Nucleus

Stress Pathway

04-023

Page 43: Libraries, Brain Development, and Literacy

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

Page 44: Libraries, Brain Development, and Literacy

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.”

Page 45: Libraries, Brain Development, and Literacy

03-063

HEALTH

Page 46: Libraries, Brain Development, and Literacy

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

Page 47: Libraries, Brain Development, and Literacy

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

Page 48: Libraries, Brain Development, and Literacy

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

Page 49: Libraries, Brain Development, and Literacy

03-065

BEHAVIOUR

Page 50: Libraries, Brain Development, and Literacy

02-008

“Maltreatment at an early age can have enduring negative effects on a child's brain development and function.”

Martin TeicherScientific American, 2002

Page 51: Libraries, Brain Development, and Literacy

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."

Page 52: Libraries, Brain Development, and Literacy

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

Page 53: Libraries, Brain Development, and Literacy

VULNERABLE CHILDREN

04-161

Page 54: Libraries, Brain Development, and Literacy

-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

Page 55: Libraries, Brain Development, and Literacy

Early Child Development and

Parenting Centres

05-002

Page 56: Libraries, Brain Development, and Literacy

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

Page 57: Libraries, Brain Development, and Literacy

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

Page 58: Libraries, Brain Development, and Literacy

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

Page 59: Libraries, Brain Development, and Literacy

OUTCOMEMEASURES

03-116

Page 60: Libraries, Brain Development, and Literacy

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

Page 61: Libraries, Brain Development, and Literacy

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

Page 62: Libraries, Brain Development, and Literacy

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

Page 63: Libraries, Brain Development, and Literacy

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

Page 64: Libraries, Brain Development, and Literacy

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

Page 65: Libraries, Brain Development, and Literacy

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

Page 66: Libraries, Brain Development, and Literacy

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

Page 67: Libraries, Brain Development, and Literacy

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

Page 68: Libraries, Brain Development, and Literacy

Establishing ECD and Parenting Centres

1. Cost

2. Integration of community activities

3. Linkage to the primary school system

05-003

Page 69: Libraries, Brain Development, and Literacy

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

Page 70: Libraries, Brain Development, and Literacy

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

Page 71: Libraries, Brain Development, and Literacy

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

Page 72: Libraries, Brain Development, and Literacy

02-018

From Early Child Development

To

Human Development *

World Bank Report, 2002

Page 73: Libraries, Brain Development, and Literacy

01-039

www.founders.net

To download this presentation, go to:Slides - Slide Shows

Page 74: Libraries, Brain Development, and Literacy

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

Page 75: Libraries, Brain Development, and Literacy

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.