By J. Fraser Mustard *Alfredo Tinajero

The Founders’ Network

* Founding President, Canadian Institute for Advanced Research

February 24, 2010

Brain Development and its Influence on Human Development

Washington, DC

Joint Special Session, OAS

Human Development

Nature Nurture

Genes Epigenetics Stimulation and Nutrition

Gene Function

Neurobiological Pathways

Physical Mental Learning Health Health

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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].

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What is experience?

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.

Kolb, U Lethbridge

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Health(physical and mental) Learning (literacy) Behaviour

Experience-Based Brain Development in the early years of life sets neurological and biological pathways throughout life that affect:

Early Human Development

and

Literacy & Health

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

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Literacy Levels for the Population Ages 16 to 65 – USA

0

5

10

15

20

25

30

35

1 2 3 4 5

Per

cen

t

Level NALS, p. 17, 2002

Prose

Document

Quantitative

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Low High

Literacy Levels (Quantitative) and Physical, Mental or Other Health Conditions – USA

0

10

20

30

40

50

60

1 2 3 4 5

Per

cen

t

Level NALS, p. 44, 2002

Health Problems

Mental or Emotional Problems

Long-term Illness

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Percentages of Adults in Poverty, by Literacy Level – USA (Prose)

0 10 20 30 40 50

5

4

3

2

1

Percent

Lev

el

NALS, p. 61, 2002

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Early Experience and Brain Architecture and Function

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

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Success by TenEarly Child Development

Intervene early

Intervene often

Intervene effectively

Integrate with primary schools

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Ludwig and Sawhill, Brookings Institution

Grade 3 Language Scores

UNESCO, 1998

100 250 300 350 400150 200

Argentina _ _ _ _ _ _ _ _

Brazil _ _ _ _ _ _ _ _ _ _

Chile _ _ _ _ _ _ _ _ _

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

Mexico _ _ _ _ _ _ _

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Community PolyclinicsPregnancy to Age 6

Developmental Health (pre and post natal)

Weekly Home Visits

Services provided by Community Polyclinics Nutritional support

Child (Care) Stimulation (Puericultura)

Cub

a

Mor

talit

y R

ate

4th grade Language (UN

ES

CO

, 1998)

350

330

310

290

270

250

230

Chi

le

Arg

entin

a

Ven

ezue

la

Col

ombi

a

Par

agua

y

Méx

ico

Hon

dura

s

Bra

zil

Dom

inic

an

Rep

.

Bol

ivia

Under One Mortality Rate (WHO, 1990)

Language Scores – UNESCO First Regional Study (1998)

Mustard, JF. @ Tinajero, A., 2009

Health and Language Scores

70

50

30

10

90

Association Between Preschool Attendance and Learning

Cu

ba

Pe

rce

nt e

nro

lled

in p

resc

ho

ol

Reading S

cores – 6th grade (UN

ES

CO

, 2008)

Ch

ile

Uru

gu

ay

Co

sta

Ric

a

Arg

enti

na

Per

u

Co

lom

bia

Do

min

ica

n R

.

Pa

rag

ua

y

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)

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Early Development Instrument (EDI)Kindergarten – Age 5

Physical health and well-being

Communication skills and general knowledge

Social knowledge and competence

Emotional health/maturity

Language and cognitive development

EDI – Canada and CENDI - Monterrey, Mexico

% Low on % Low on One Domain Two Domains

CENDI 18.5% 3.8%(centre-based)

(Monterrey)

CanadianMiddle Class 25.9% 12.9%(120,000)

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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

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

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WHO, August 2008

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.

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

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