Libraries, Brain Development, and Literacy

1
Libraries, Brain Development, and Literacy
Ontario Library Association Super Conference 2005
Toronto, Ontario
By J. Fraser Mustard Founding President, CIAR
February 4, 2005
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03-072
CIAR
The Canadian Institute for Advanced Research
3
03-073
CIAR Programs
Population Health Human Development Economic
Growth
4
03-115
LITERACY
5
01-064
Economic Inequality and Literacy Inequality
36
USA
34
UKM
IRL
32
30
DEU
CAN
Gini coefficient
28
NLD
NOR
26
Liberal Market Economy
24
SWE
Co-ordinated Market
22
Economy
FIN
DNK
20
1.2
1.4
1.6
1.8
2
Literacy inequality
6
01-040
Levels of Literacy A Reflection of ECD
Level 1
indicates persons with very poor skills.
Level 2
people can deal with material that is simple
Level 3
is considered a suitable minimum for coping with
the demands of everyday life
Level 4 and 5
describe people who demonstrate command of
higher-order processing skills
7
04-025
Gradients and Literacy
800
700
V
600
IV
III
500
Level
Reading Score
II
400
I
300
0
200
-2
-1
2
0
1
Socioeconomic Status
Willms
8
02-061
Document Literacy
1994 1998, Ages 16 to 55
Level 1 and 2 Level 4 and 5

Sweden
23
34
Canada
42
23
Australia
43
17
United States
48
18
Chile
85
3
9
00-085
Literacy Gradients
Mean scores
350
Document
Literacy Scores
330
310
290
International
Sweden
Mean
270
250
Netherlands
230
Canada
210
190
Chile
170
0
5
10
15
20
Parents Education (years)
10
04-168
Percentage of Population Ages 17-25 at Level 4
(Prose)

25
Sweden
20
15
Canada
10
Finland
5
USA
0
1970
1995
1985
Year
O.E.C.D.
11
00-042
360
Sociocultural
Gradients for
Cuba
Language
320
Scores
By Country
Argentina
Chile
280
Brazil
Language Score
Colombia
240
200
1
4
8
12
16
Parents' Education (Years)
12
Grade 3 Language Scores
Argentina _ _ _ _ _ _ _ _
Brazil _ _ _ _ _ _ _ _ _ _
Chile _ _ _ _ _ _ _ _ _
Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mexico _ _ _ _ _ _ _
100
250
300
350
400
150
200
UNESCO, 1998
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05-005
Adult Literacy and Grade 3 Test Scores (Language)
Adult
Grade 3 Literacy
Test Scores Cuba 96 343 Argentina 96
263 Chile 95 259 Brazil 83 277 Mexico
89.6 252
Casassus, UNESCO, 1998
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05-006
Gross Domestic Product and Grade 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
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05-008
Education Spending and Test Achievement 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
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05-004
Causes of Variation in Literacy

• Conditions of early child development
• Quality of school system
• Conditions in adult life

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03-005
WISC Verbal Scores Age 8 Low Birth Weight
Children in ECD Centres (Age 1 to 3)
Low Birth Weight
16
All
14
Very Low
12
Low
10
8
6
4
2
0
-2
Intention to
350 Days or
400 Days or
Treat
Less in Centre
More in Centre
Hill, Brooks-Gunn, Waldfogel. Dev. Psychol. 2003
July.
18
02-001
Literacy Early Vocabulary Growth
1200
High SES
Middle SES
Cumulative Vocabulary
600
Low SES
0
12
16
20
24
28
32
36
Age - Months
B. Hart T. Risley, Meaningful Differences in
Everyday Experiences of Young American Children,
1995
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04-146
Test of Language Development (TOLD) at Age 9
Correlation between vocabulary growth at Age 3
and TOLD at Age 9.
0.74
20
04-153
Abecedarian Study Reading
Effect Size
Primary Grades
Preschool
Preschool Primary Grades
1.2
0.8
0.4
0
Age 8
Age 12
Age 15
Age 21
Age at Testing
21
99-092
Romanian Orphanage Study
Adopted Canadian Homes
lt 4 months
8 to 53 months
IQ low
IQ normal
poor attachment
good attachment
serious behaviour
few behaviour
problems
problems
22
01-012
Early Learning and Criminal Behaviour
Significant correlation with registered
criminality (teenage) appeared for language
development at 6, 18, and 24 months
Journal of Abnormal
Stattin, H. et al -
102 369, 1993
Psychology
23
03-115
THE BRAIN AND LITERACY
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04-200
Early Child Development and Language
Starts early first 12 months Sets capability
for mastering multiple languages What is a good
early start?
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04-201
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.
26
04-214
Second Language Acquisition
0.1
0.05
Brain Density
0
-0.05
-0.1
10
20
30
0
Age when Learned 2nd Language
Left Inferior Parietal Cortex
Mechelli et al, Nature 431, 757, 2004
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04-213
Second Language Proficiency
0.1
0.05
Brain Density
0
-0.05
-0.1
0
1
2
3
4
Proficiency Second Language
Left Inferior Parietal Cortex
Mechelli et al, Nature 431, 757, 2004
28
05-001
The structure of the human brain is altered by
the experience of acquiring a second language.
Mechelli, Nature 431, 2004
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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.
32
04-212
The Founders Network
Sound Vision Smell
Touch Proprioception Taste
Neal Halfon
33
04-039
Two Neurons
RECIPIENT NEURON
Axon
Synapse
SIGNAL-SENDING NEURON
Dendrite
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04-142
What Do We Know?
The Biology of Brain Development
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.
35
03-079
Vision - Hubel Wiesel
Eye cataracts at birth prevent
development of vision neurons
in the occipital cortex
36
01-003
Human Brain Development Synapse Formation
Language
Sensing
Pathways
Higher
(vision, hearing)
Cognitive Function
9
0
1
4
8
12
16
3
6
-3
-6
Months
Years
Conception
AGE
C. Nelson, in From Neurons to Neighborhoods, 2000.
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03-012
Synaptic Density
At Birth
6 Years Old
14 Years Old
Rethinking the Brain, Families and Work
Institute, Rima Shore, 1997.
38
02-066
The Fear Response
Visual Thalamus
Visual Cortex
Amygdala
Scientific American
The Hidden Mind, 2002, Volume 12, Number 1
39
How Genes Make Memories Stick
Axon
Dendrite
Synapse
Hypothetical synapse-to-nucleus signaling molecule
1
Stimulus
Activation of CREB
2
CREB
Gene
Nucleus
CREB Activates Gene
Synapse-Strengthening Proteins
3
4
Scientific American, Feb. 2005
40
03-155
HPA - STRESS PATHWAY
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03-002
Emotional Stimulus
HPA Pathway Control
Amygdala
Hippocampus
-

-

Hypothalamus PVN
Cortisol
Cortisol
CRF
PIT
ACTH
Adrenal Cortex
LeDoux, Synaptic Self
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04-023
Paraventricular Nucleus
Hypothalamus
Vasopressin
CRH
Cortisol
Pituitary Gland
ACTH
Adrenal Gland
Blood Vessel
ACTH
Cortisol
Kidney
Stress Pathway
Cortisol
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03-110
Interaction of the Brain and Immune System
CRF
Hypothalamus
Cortisol
Locus Ceruleus
CRF
Adrenal Gland
ACTH
Pituitary Gland
Vagus
Cortisol
Cytokines
Sympathetic Nervous system
Immune Cells
Nerve
Immune Organs
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01-023
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 its light impinging on the retina or a
mothers voice on the auditory nerve, turns genes
on and off, fine-tuning those brain structures
both before and after birth.
Hyman, S., States of Mind, New York John
Wiley, 1999
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03-063
HEALTH
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04-007
The Brain and Health
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)
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04-006
Swedish Longitudinal Study ECD and Adult Health
Number of Adverse ECD Circumstances
1
2
4
0
3
Adult Health
Odds - Ratios
General Physical
1
1.39
1.54
2.08
2.66
1
1.56
1.53
2.91
7.76
Circulatory
Mental
1
1.78
2.05
3.76
10.27
Economic, family size, broken family and family
dissention
Lundberg, Soc. Sci. Med, Vol. 36, No. 8, 1993
48
03-089
Serotonin Gene, Experience, and Depression Age 26
Depression Risk
.70
SS
S Short Allele L Long Allele
.50
SL
LL
.30
No Abuse
Moderate Abuse
Severe Abuse
Early Childhood
A. Caspi, Science, 18 July 2003, Vol 301.
49
03-065
BEHAVIOUR
50
02-008
Maltreatment at an early age can
have enduring negative effects on
a child's brain development and
function.
Martin Teicher
Scientific American, 2002
51
02-011
"The aftermath can appear as
depression, anxiety, suicidal thoughts or
post-traumatic stress - or as aggression,
impulsiveness, delinquency, hyperactivity
or substance abuse."
Martin Teicher
Scientific American, 2002
52
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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04-161
VULNERABLE CHILDREN
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03-018
Vulnerable Children Aged 4 to 6 NLSCY 1998
40
30
Ontario
Prevalence of Vulnerable Children
20
Rest of Canada
10

0
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Socioeconomic Status
55
05-002
Early Child Development and Parenting Centres
56
01-029
Do Parenting Centres Make a Difference?
of Kindergarten Students Who Received High
Readiness
Rating, Toronto 1999-2000
60
Program
Non-program
50
40

30
20
10
0
Readiness
Early
Early
/receptivity for
literacy
numeracy
learning
57
99-004
ECD and Experience-Based Brain Development
parent-oriented
child-oriented
1
2
3
4
5
6
- 0
age
Components of Early Childhood Development and
Parenting Centres
Universal available, accessible, affordable and
optional
Parental and non-parental care
Parent- and child-oriented
Quality early child development environments
Responsive relationships and parent involvement
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04-151
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
59
03-116
OUTCOME MEASURES
60
03-085
Outcome Measures Early Development Instrument
(EDI)
Physical health and well-being
Social knowledge and competence

Emotional health/maturity
Language and cognitive development
Communication skills and general
knowledge
61
04-052
Average Economic Family Income
Families with at least one child lt 15
42,000 58,000
58,000 68,000
68,000 82,000
82,000 100,000
100,000 290,000
Data from 2001 Census
62
04-053
Measuring Readiness for School Learning
Percentage of students who scored in the lowest
10th percentile in 2 or more domains
Over 25
Representation of data from Toronto Report Card
on Children, Vol 5, Update 2003
63
04-055
Measuring Readiness for School Learning
Percentage of students who scored in the lowest
10th percentile in 2 or more domains
Fewer than 10
Representation of data from Toronto Report Card
on Children, Vol 5, Update 2003
64
04-060
Grade 3 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Fewer than 40
Representation of data from Toronto Report Card
on Children, Vol 5, Update 2003
65
04-062
Grade 3 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Over 70
Representation of data from Toronto Report Card
on Children, Vol 5, Update 2003
66
04-067
Grade 6 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Fewer than 40
Representation of data from Toronto Report Card
on Children, Vol 5, Update 2003
67
04-069
Grade 6 EQAO Assessment of Reading (01-02)
Proportion of students who achieved level 3 or 4
Over 70
Representation of data from Toronto Report Card
on Children, Vol 5, Update 2003
68
05-003
Establishing ECD and Parenting Centres

• Cost
• Integration of community activities
• Linkage to the primary school system

69
03-074
Rates of Return to Human Development Investment
Across all Ages
8
6
Pre-school Programs
Return Per Invested
School
4
R
Job Training
2
Pre- School
School
Post School
0
6
18
Age
Carneiro, Heckman, Human Capital Policy, 2003
70
04-046
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.
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04-045
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 277 Toronto, ON,
M5V 3A8 For more information jbertrand_at_acscd.ca

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02-018
From Early Child Development

To
Human Development
World Bank Report, 2002
73
01-039
www.founders.net
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References
References

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75

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