Prevention: Illinois and Early Childhood Development

Unfortunately, Illinois has a great idea: incorporate current knowledge about early child development into programs that deal with children.

I say "unfortunately", because it's common sense, yet so uncommon as to seem novel.

Given the demonstrated long term benefits of starting early with children, it's unfortunate that actually doing that is still so novel.

Quinn Administration Spotlights Importance of Early Childhood Development Child welfare leaders review early brain science research; goal is to ensure policies that promote healthy development of children

OAK LAWN – Governor Pat Quinn’s Office of Early Childhood Development today convened a high-level conference of researchers and policy makers to review state-of-the-art developments in the field of early childhood development.  The goal of the conference, which is co-sponsored by the Department of Children and Family Services (DCFS) and made possible through the collaboration of Casey Family Programs, is to ensure that child welfare and other social service agencies in the state are taking into account groundbreaking research in the field and using all resources at their disposal to promote healthy development in children from birth onwards. “In step with Governor Quinn’s emphasis on early childhood development as a major priority on his education agenda, this conference is a tremendous opportunity to bring all our child welfare policy makers and advocates in Illinois together and learn about the cutting edge research in the field of early brain development,” said DCFS Director Erwin McEwen. “There are so many well-meaning and extremely hard-working stakeholders and organizations in our state. We want to make sure that our efforts are in line with the latest research in the field that is coming from scientists like Dr. Shonkoff.” The keynote speaker at the daylong conference is a pediatrician and a leader in the application of research in early brain development, Jack P. Shonkoff, M.D., Director of the Center on the Developing Child at Harvard University. Shonkoff describes research showing that exposure to “toxic stress” at the earliest stages of life can affect the developing brain circuits and hormonal systems of the child and lead to lifelong problems responding to stress and health problems, including heart disease. Toxic stress occurs when a child experiences prolonged exposure to stressful events without the support of caring adults. “Experts who are studying how the brain develops in very young children are telling us that what happens to a child very early on in life has consequences that can last a lifetime. Those consequences affect the individual and society as a whole,” Director McEwen said. “That is why it is so important that we base our policies on the latest science that teaches us how to promote the healthy development of the brain in our youngest children.”       Other speakers include Bryan Samuels, the former director of DCFS and currently the Commissioner of the federal Administration on Children, Youth and Families, as well as researchers, child welfare advocates, state agency leaders and a Cook County judge. The conference in Illinois is one of a series around the nation made possible through the collaboration of Casey Family Programs, a private operating foundation committed to improving the lives of children and families in Illinois and across the nation. For more information about Casey Family Programs, go to:www.casey.org. Early childhood education is a major part of the Governor’s education agenda. The Governor’s Office of Early Childhood Development was established in 2009 at the recommendation of the Governor’s Early Learning Council, an advisory group representing early childhood stakeholders from around the state. Its mission is to strengthen Illinois’ efforts to establish a comprehensive, statewide system of early childhood care and education.

Resource: Educating Policy Makers Influences Policy

While it should come as no surprise that educating policy makers about early childhood development results in more informed policy, it hasn't always been recognized by advocates that "telling ain't teaching."

Prevention Action (itself an interesting blog in the UK) reports on an important article in the February issue of Child Development by Jack Shonkoff and Susan Nall Bales: ‘Science does not speak for itself: Translating child development research for the public and its policy makers’ Link to PDF

It touches upon a couple of the paradoxes of sustainable advocacy: that every stage of parenthood is transient, and thus one important part of the constituency for early childhood programs (parents) are not only learning their new role as they go, but constantly going onwards to the challenges of the next stage of development, and that sustained advocacy therefore often devolves to institutional stakeholders, and those institutions require resources to sustain themselves.

Stated simply, the aim of this exercise is to communicate complex scientific principles simply but accurately, using techniques of investigation from the cognitive and social sciences in order to achieve that objective.

The lessons of this initiative so far are that child development researchers can influence the thinking and actions of the target group – comprising the professionals, policy makers, elected officials and interested parties mentioned earlier - if they focus on teaching about science and less on preaching about which policies and services should be supported. The authority of the ‘core story’ in terms of its scientific underpinning is essential for this. Second, the most effective dissemination occurs when scientists present their ideas directly to the target audiences but do so with advice and support from communication experts.

The benefit of this approach is that sound scientific knowledge is presented without being dumbed down and in a way that policy makers can understand, apply and pass on to colleagues.

The study offers some interesting lessons to those seeking to influence policy.

So what is special about this model? First, its intention is to convey a body of knowledge, in this case the theory of child brain development. Many disseminations exercise focus on one study and stop at summarising the findings and drawing out policy and practice implications. This exercise has a much wider educational brief affecting a whole way of thinking about the nature, cause and consequences of a social problem and the relevance of a whole area of child development to it.

Secondly, it seeks to present extremely complex theories and concepts in a new way without being selective or over-simplifying. The core story is a robust summary of current knowledge and not a list of findings presented as open to different interpretations.

Thirdly, the consultation and dissemination processes involve a lot of repetition as testing reveals failures, but it is ultimately cumulative as understanding grows.

Fourth, the need to link abstract ideas with policy and practice must always be in the mind of those seeking to explain.

The core story of brain development:

1. Child development is a foundation for community development and economic development, as capable children become the foundation of a prosperous and sustainable society.

2. Brain architecture is constructed through an ongoing process that begins before birth and continues into adulthood. As it emerges, the quality of that architecture establishes either a sturdy or a fragile foundation for all the capabilities and behaviour that follow.

3. Skill begets skill as brains are built in a hierarchical fashion, from the bottom up. Increasingly complex circuits and skills build on simpler circuits and skills over time.

4. The interaction of genes and experience shapes the circuitry of the developing brain. Young children serve up frequent invitations to engage with adults, who are either responsive or unresponsive to their needs. This ‘serve and return’ process (what developmental researchers call contingent reciprocity) is fundamental to the wiring of the brain, especially in the early years.

5. Cognitive, emotional and social capabilities are inextricably intertwined and learning, behaviour, and both physical and mental health are highly interrelated over the life course. You cannot address one domain without affecting the others.

6. Although manageable levels of stress are normative and growth promoting toxic stress in the early years (e.g. from severe poverty, serious parental mental health impairment, such as maternal depression, child maltreatment and/or family violence) can damage developing brain architecture and lead to problems in learning and behaviour, as well as increased susceptibility to physical and metal illness.

7. Brain plasticity and the ability to change behaviour decrease over time. Consequently, getting it right early leads to better outcomes and is less costly, to society and to individuals, than trying to fix it later. We can pay now or we will pay more later for society’s failure to promote healthy development in the earliest years of life.

8. Effectiveness factors make the difference between early childhood intervention programmes that work and those that do not work to support children’s healthy development. These factors can be measured and can inform wise investments in effective policies and programmes.

Link to Prevention Action postResource: Jack P Shonkoff and Susan Nall Bales, ‘Science does not speak for itself: Translating child development research for the public and its policy makers’, Child Development, 82:1, February 2011, pp. 17-32 Link

Resource: Shonkoff, Investment in Early Childhood Education Lays The Foundation of a Prosperous Society, Early Childhood Encyclopedia (2009) Link

Resource: Child Development Homepage Link

Resource: Society for Research in Child Development Link

The Society is a multidisciplinary, not-for-profit, professional association with a membership of approximately 5,500 researchers, practitioners, and human development professionals from over 50 countries.

The purposes of the Society are to promote multidisciplinary research in the field of human development, to foster the exchange of information among scientists and other professionals of various disciplines, and to encourage applications of research findings. Our goals are pursued through a variety of programs with the cooperation and service of our governing council, standing committees, and members.

It's time to start work on SBS Awareness Week 2009 (actually, it's a bit past time to start, but don't let that stop you - there's plenty of time left..)

Senator Dodd's 2008 resolution and the supporting organizations for that resolution follow below.

2009 would be a good year to seek a concurrent resolution in the Senate AND the House for a couple of reasons: there will be new members and new committee assignments in both chambers, and this will be a new Congress, which means pending legislation has to be reintroduced.

Hopefully, SBS Awareness Week can springboard the SBS Prevention Act. It may help that the incoming administration seems to have an interest in early childhood issues. For example, President-elect Obama has joined as a Senate cosponsor of the Education Begins At Home Act.

So, any thoughts out there on:

- how the 2009 resolution can be crafted to highlight prevention?
- how to enhance support for SBS prevention in the House?
- additional organizations that should join as sponsors?
- local or regional activities during the Week that could help improve awareness?

Organizations that sponsor the resolution will be invited to put info and links on their website and include an article in their spring newsletter.

Any other ideas for synergy?

SBS Awareness Week Resolution 2008

S. Res. 518

WHEREAS the month of April has been designated ``National Child Abuse Prevention Month'' as an annual tradition initiated in 1979 by President Jimmy Carter;

WHEREAS the National Child Abuse and Neglect Data System figures reveal that more than 900,000 children were victims of abuse and neglect in the United States in 2006, causing
unspeakable pain and suffering for our most vulnerable citizens;

WHEREAS more than 4 children die as a result of abuse or neglect in the United States each day;

WHEREAS children younger than 1 year old accounted for approximately 44 percent of all child abuse and neglect fatalities in 2006, and children younger than 3 years old accounted for approximately 78 percent of all child abuse and neglect fatalities in 2006;

WHEREAS abusive head trauma, including the trauma known as Shaken Baby Syndrome, is recognized as the leading cause of death among physically abused children;

WHEREAS Shaken Baby Syndrome can result in loss of vision, brain damage, paralysis, seizures, or death;

WHEREAS 20 States have enacted statutes related to preventing and increasing awareness of Shaken Baby Syndrome;

WHEREAS medical professionals believe that thousands of additional cases of Shaken Baby Syndrome and other forms of abusive head trauma are being misdiagnosed or are undetected;

WHEREAS Shaken Baby Syndrome often results in permanent, irreparable brain damage or death of an infant and may result in extraordinary costs for medical care in only the first few
years of the life of the child;

WHEREAS the most effective solution for preventing Shaken Baby Syndrome is to prevent the abuse, and it is clear that the minimal costs of education and prevention programs may
prevent enormous medical and disability costs and immeasurable amounts of grief for many families;

WHEREAS prevention programs have demonstrated that educating new parents about the danger of shaking young children and how to protect their children from injury can significantly reduce the number of cases of Shaken Baby Syndrome;

WHEREAS education programs raise awareness and provide critically important information about Shaken Baby Syndrome to parents, caregivers, childcare providers, child protection employees, law enforcement personnel, health care professionals, and legal representatives;

WHEREAS National Shaken Baby Syndrome Awareness Week and efforts to prevent child abuse, including Shaken Baby Syndrome, are supported by groups across the United States, including groups formed by parents and relatives of children who have been killed or injured by shaking, whose mission is to educate the general public and professionals about Shaken Baby Syndrome and to increase support for victims and the families of the victims in the health care and criminal justice systems;

WHEREAS the Senate previously designated the third week of April 2007 as ``National Shaken Baby Syndrome Awareness Week''; and

WHEREAS the Senate strongly supports efforts to protect children from abuse and neglect: Now, therefore, be it

RESOLVED, That the Senate—

(1) designates the third week of April 2008 as ``National Shaken Baby Syndrome Awareness Week'';

(2) commends hospitals, child care councils, schools, community groups, and other organizations that are—

(A) working to increase awareness of the danger of shaking young children;
(B) educating parents and caregivers on how they can help protect children from injuries caused by abusive shaking; and
(C) helping families cope effectively with the challenges of child-rearing and other stresses in their lives; and

(3) encourages the people of the United States—

(A) to remember the victims of Shaken Baby Syndrome; and
(B) to participate in educational programs to help prevent Shaken Baby Syndrome.

Association of University Centers on Disabilities
Brain Injury Association of America
Child Welfare League of America
Children's Healthcare is a Legal Duty
Children's Safety Network
Congress of Neurological Surgeons
Easter Seals
Hannah Rose Foundation
National Association of Child Care Resource & Referral Agencies
National Association of State Head Injury Administrators
National Center for Learning Disabilities
National Child Abuse Coalition
National Exchange Club Foundation
Prevent Child Abuse America
Shaken Baby Prevention, Inc.
Shaken Baby Syndrome Prevention Plus
The Arc of the United States
The Center for Child Protection and Family Support
The National Association of Children's Hospitals and Related Institutions
The National Shaken Baby Coalition
United Cerebral Palsy
Voices for America's Children
D.C. Children's Trust Fund
National Family Partnership