Beyin Gelişimi ve İnsan Sermayesi

... konulu sunumlar: "Beyin Gelişimi ve İnsan Sermayesi"— Sunum transkripti:

1 Beyin Gelişimi ve İnsan Sermayesi
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 7 Çok Geç: Sosyal ve Ekonomik Kalkınma için Erken Çocukluk Eğitimi İstanbul, Türkiye Beyin Gelişimi ve İnsan Sermayesi This presentation was given on February 24, 2006. J. Fraser Mustard Kurucu Başkan, Kanada İleri Araştırmalar Enstitüsü 24 Şubat, 2006 Mustard_ _Türkçe

2 Sağlık Öğrenme Davranış
03-080 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Yaşamın ilk yıllarındaki Deneyim-Esaslı Beyin Gelişimi aşağıdaki unsurları etkileyen nörolojik ve biyolojik yolakları belirler: Sağlık Öğrenme A key new finding is that experience-based brain development in the early years of life influence health, learning, and behaviour throughout life and that the social environment in the early years of life has a major effect on brain development. I will discuss three subjects, health, learning, and behaviour. All three functions of the brain affect the quality of adult populations. This presentation will show how brain development in the early period of life determines the quality of human capital. Davranış Mustard_ _Türkçe

3 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı
03-013 The organ that is influenced by experience in the early years is the brain. I will begin with a short summary of what we now know about the brain. The billions of neurons in the brain have to be stimulated to form the various pathways, that respond to the sensing pathways. These pathways for competence and coping skills (learning and behaviour) also affect physical and mental health. The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994. Mustard_ _Türkçe

4 SİNYAL-GÖNDEREN NÖRON
04-039 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı İki Nöron ALICI NÖRON Akson Sinaps Nerve cells in the brain have to differentiate for their functions. Stimulation, through experience, turns on genetic pathways to differentiate neurons for vision, hearing, etc. Secondly, they have to connect with the right nerve cell partners. Experience (stimulation), along with genetics, plays a key role in the differentiation of neurons and the connections (synapses) they form with each other. SİNYAL-GÖNDEREN NÖRON Dentrit Mustard_ _Türkçe

5 Kaslardaki durum duyusu Tat
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 04-212 Ses Görüntü Koku Dokunma Kaslardaki durum duyusu Tat Stimulation of brain development is heavily dependent upon interaction between the child care givers and other children. The sensing pathways that have a major role in the development of the brain are shown on this slide. Thus, how the mother or other care giver interacts with and responds to signals from the child will be influencing how the child’s brain develops. Neal Halfon Mustard_ _Türkçe

6 Deneyim ve Beyin Gelişimi
03-078 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Deneyim ve Beyin Gelişimi Erken yaşlardaki uyaranlar nöron fonksiyonlarını farklılaştıran genetik yolakları açar – kritik ve duyarlı dönemler Uyaranlar milyarlarca nöron arasındaki bağlantıların (sinapsis) oluşumunu etkiler (duyarlı dönemler) As all of you know, your brain is composed of billions of neurons all of which have the same genetic coding as the other cells in your body which raises the question: what causes them to differentiate for their function as specialized neurons in different parts of the brain? We now know that their differentiation is significantly influenced by the stimulation (experience) they are exposed to particularly in early life including in utero. Experience also affects the development of the connections between neurons - synapses. One of the first pathways that was examined that illustrates the experience gene activation story was the vision sensing pathway by Hubel and Weisel. They found that if signals from the eye did not reach the vision neurons in the occipital cortex in the first years of life because of lens cataracts, the child would not have normal vision because of defective differentiation of the vision neurons when the cataracts were removed. Okuryazarlığı, davranışı ve sağlığı etkileyen beyin yolakları erken oluşur. İnsanlar, maymunlar ve fareler üzerinde yapılan çalışmalardan Mustard_ _Türkçe

7 04-042 DUYU YOLAKLARI

8 Görme - Hubel & Wiesel Doğumdaki göz kataraktları
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 03-079 Görme - Hubel & Wiesel Doğumdaki göz kataraktları oksipital kortekste görme nöronlarının oluşmasını engeller Hubel and Wiesel observation that children born with cataracts cannot receive light signals from the eye that stimulate the vision neurons to differentiate in their function to interpret the signals from the eye. Removal of the cataracts later in life does not restore normal vision. In older subjects who develop cataracts later in life, cataract removal restores normal vision. Thus, the experience in early life sets up neuron function which is sustained in later life. Mustard_ _Türkçe

9 Nöron Sinapslarının Ağ Oluşturması
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-210 Nöron Sinapslarının Ağ Oluşturması The formation of the connections between neurons is also in part a gene environment interaction. Mustard_ _Türkçe

10 Sinaptik Yoğunluk Doğumda 6 Yaşında 14 Yaşında 03-012
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Sinaptik Yoğunluk Doğumda 6 Yaşında 14 Yaşında Detailed analysis of the patterns of nerve connection that form from birth to age 14 have been carried out. This slide which comes from the work of Huttenlocher shows the connections amongst the neurons at birth is not intense but that by the age of 6 the connection density is considerable. By the age of 14, the connection pattern is still greater than at birth but is less intense. The weak pathways have been cut out. This process is referred to as the wiring and sculpting of the brain. The wiring of neurons in the brain is hugely influenced by stimulation and the use of these neuron pathways. Thus, as you age, pathways that are not intensely used will disappear. What this evidence does show you is that the early period of life has a significant effect on the wiring and sculpting of the brain. Rethinking the Brain, Families and Work Institute, Rima Shore, 1997. Mustard_ _Türkçe

11 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı
05-069 Genler Bir Sinapsı Ne Zaman Güçlendirmeleri Gerektiğini Nasıl “Bilirler” The signal from the axon of an adjacent neuron interacts with the dendrite of the recipient neuron (1). This causes the membrane (2) of the recipient neuron to depolarize opening the calcium channels (3). The influx of calcium into the cytoplasm activates enzymes which activate CREB (4). CREB activates genes in the nucleus of the neuron to produce the synapse strengthening protein (5). This protein diffuses through the cytoplasm to strengthen the synapse that has formed to establish stable long term synapses. This process has to be repeated several times. We all know that we can best remember things when they are repeated. Sci. Am. Feb Mustard_ _Türkçe

12 İnsan Beyninin Gelişimi –
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 01-003 İnsan Beyninin Gelişimi – Sinaps Oluşumu Duyu Dil Yolakları Gelişmiş (görme, işitme) Zihinsel Fonksiyon Nelson, at Harvard University, has outlined the wiring (synapse formation) and sculpting of the brain in the early years in respect to the sensing pathways, language and cognition. This shows you that the sensing pathways develop before language and this develops before cognition. It is clear that the development of these pathways occurs in the early years of life and is dependent on experiences in utero and in the early years of development. A problem in the development of sensing pathways in early life will obviously influence language development and cognitive development, which follows the development of the sensing pathways. -6 -3 3 6 9 1 4 8 12 16 Aylar Yıllar Kavrama YAŞ C. Nelson, in From Neurons to Neighborhoods, 2000. Mustard_ _Türkçe

13 - + - + Limbik HPA Yolağı Amigdala Hipokampus Duygusal Uyaran Kortizol
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 03-002 Duygusal Uyaran Limbik HPA Yolağı Amigdala Hipokampus - + - + Hipotalamus PVN Kortizol Kortizol CRF This slide illustrates the interplay amongst units of the brain involved in how we adapt to the challenges every day and throughout life (McEwen calls this allostasis). The LHPA pathway involves the paraventricular nucleus (PVN), which is part of the hypothalamus. The hypothalamus when stimulated secretes corticol releasing factor (CRF) that stimulates the pituitary gland at the base of the brain to release ACTH that stimulates the adrenal gland on the top of the kidneys to release cortisol, which affects body systems. This slide illustrates structures in the brain which effect the hypothalamus and the feedback effect of cortisol released by the adrenal gland on the amygdala and hippocampus. In the case of the amygdala, its stimulation by cortisol causes more release of the corticol releasing factor leading to the further release of cortisol. The amygdala can be stimulated by external stimuli such as those generated by emotions or fear to cause the hypothalamus to release more corticol releasing factor (CRF). Thus, the combination of emotion stimulus and rising cortisol levels could lead to a further increase in blood cortisol levels. The hippocampus response to rising blood sterol levels will lead it to depress the HPA axis. The hippocampus plays a key role in memory and affects the frontal brain which affects memory, behaviour, and cognition. Obviously the control and regulation of the sterol pathway is important for homeostasis or as McEwen calls it, allostasis. The response of these pathways is influenced by how these pathways develop in early life. Abuse or neglect of children in the very early years can influence neuronal development leading to poor response of these and related pathways in adult life. Continual stressful circumstances with a poorly regulated system can lead to elevated cortisol levels with their negative effects on body systems such as the immune and cardiovascular system and the frontal brain and behaviour. PIT ACTH Adrenal Korteks LeDoux, Synaptic Self Mustard_ _Türkçe

14 Limbik HPA Yolağı - Stres
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-212 Limbik HPA Yolağı - Stres Kortizol – Aşırı Üretim Davranış, depresyon, diyabet, beslenme bozukluğu, kardiyovasküler hastalık, hafıza, bağışıklık sistemi, uyuşturucu ve alkol bağımlılığı Kortizol – Yetersiz Üretim Kronik yorgunluk sendromu, fibromiyalji, bağışıklık sistemi (otobağışıklık düzensizlikleri) romatoid artrit, alerjiler, astım The brain’s limbic HPA pathway has a major effect on health, behaviour, and learning. This slide summarizes some of the effects of this pathway through the action of cortisol produced by the adrenal gland which is controlled by the brain. Both overproduction and underproduction are associated with effects on health, behaviour, and memory. Mustard_ _Türkçe

15 Dokunma ve Limbik HPA Yolağı
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-213 Dokunma ve Limbik HPA Yolağı Erken Dönemlerde Dokunma Çok Önemlidir Fareler – Yavrusunu yalayan anne Maymunlar – Türdeşlerinin veya annesinin yetiştirmesi İnsanlar - Bağlanma A stimulus in early development that affects the function of the limbic HPA pathway is touch. Mustard_ _Türkçe

16 Limbik HPA Yolağı ve Bağışıklık Sistemi
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Limbik HPA Yolağı ve Bağışıklık Sistemi 03-110 CRF Hipotalamus Kortizol CRF Locus Ceruleus Adrenal Bezi ACTH Pitüiter Bez Vagus Kortizol This slide illustrates some aspects of the pathways between the brain, the limbic HPA pathway and the immune system. They can either stimulate [orange arrows], or inhibit [blue arrows]. Immune cells can produce cytokines (chemical signals) that can stimulate the hypothalamus either through the bloodstream or nerves elsewhere in the body to produce cortico releasing factor. The cortico releasing factor can activate the pituitary adrenal gland system leading to the release of cortisol, which can usually dampen down the immune system response. Cortico releasing factor can also act on structures in the brain stem such as the locus ceruleus, to stimulate the sympathetic nervous system, which innervates immune organs and tissues throughout the body and regulates inflammatory responses throughout the body. In this complicated process, reduced sterol output can be associated with an overactive immune system. All of you will have had some experience with stress and vulnerability to colds. Sitokin Sempatik Sinir Sistemi Bağışıklık Hücreleri Sinir Bağışıklık Organları Mustard_ _Türkçe

17 Gen İşlevi – Epigenetik
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Gen İşlevi – Epigenetik EPİGENETİK Epigenetics is the biological process that influences the regulation and function of normal DNA. Mustard_ _Türkçe

18 Epigenetik ve Beynin Şekillenmesi
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 04-144 Epigenetik ve Beynin Şekillenmesi Deneyim ve DNA’nın metilasyonu Çevresel deneyimlerin genomda iz bırakması Anne davranışı DNA metilasyonunu etkiler Sonraki nesle aktarılabilir In studies in rats, it has been found that if rat pups are in a poor development environment, their DNA involved in the stress serotonin pathways can be methylated. This is an example of adverse early development altering gene function. At present we do not know if these epigenetic effects can be easily reversed. Mustard_ _Türkçe

19 03-063 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı SAĞLIK We will next look at the evidence about the relationship between early life and health. In this analysis, we are primarily examining the relationship between early development and biological systems and physical and mental health in adult life. Most books and articles on early child development neglect the evidence concerning how the trajectories set by brain development in early life affect physical and mental health in early life. Mustard_ _Türkçe

20 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı
04-006 İsveç Boylamsal Çalışması – EÇG ve Yetişkin Sağlığı Olumsuz EÇD Koşullarının Sayısı* 1 2 3 4 İhtimaller - Oranlar Yetişkin Sağlığı General Physical 1 1.39 1.54 2.08 2.66 Circulatory 1 1.56 1.53 2.91 7.76 Longitudinal studies give us some perspective about the relationship between early life circumstances and health problems in adult life. This slide shows the findings from one of the Swedish longitudinal studies (Lundberg, 1993) about the effects of poor early child development environments (adverse early child development circumstances) on physical and mental health in adult life. The greater the poor early life experience, the greater the risk (odds ratios) of physical and mental health problems in adult life. Mental 1 1.78 2.05 3.76 10.27 * Ekonomik, ailenin büyüklüğü, ayrılmış ebeveyn ve aile geçimsizliği Lundberg, Soc. Sci. Med, Vol. 36, No. 8, 1993 Mustard_ _Türkçe

21 Serotonin Geni, Deneyim,
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Serotonin Geni, Deneyim, ve Depresyon 26 Yaş 03-089 Depresyon Riski .70 S = Kısa Alel L = Uzun Alel SS .50 SL We now better understand the dynamics between genes and experience. This slide shows the evidence concerning the serotonin transporter gene function in the hippocampus frontal brain interaction and the risk for depression in adult life. These data by Caspi and colleagues are from the longitudinal study of the Dunedin birth cohort in New Zealand. Similar observations have also been provided from studies of rhesus macaque monkeys. Poor treatment of monkeys or humans when they are young can lead to effects on the serotonin pathway. For the humans with the short allele for the serotonin transporter gene, if they are maltreated when they are young, their serotonin pathway in adult life is altered (inadequate serotonin levels) and their risk of depression as adults appears to be greatly increased. If they are not poorly treated when they are young, their risk for depression in adult life is the same as those with the long alleles. This and the studies in rats is evidence about the effects of early experience on brain function and behaviour problems in later life. Since human mental health problems such as depression are a significant cost to society, it is quite clear that public policy to improve early child development in our society should help reduce the burden of mental health problems. The costs of treating depression and its social costs are probably greater than the costs of improving the conditions for early child development through early child development and parenting centres. LL .30 İstismar Yok Orta derece istismar Yüksek istismar Erken Çocukluk A. Caspi, Science, 18 July 2003, Vol 301. Mustard_ _Türkçe

22 “Birbirini izleyen doğum örneklerinin
01-010 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı “Birbirini izleyen doğum örneklerinin yaşamlarının izlenmesi, erken yaşların ilerdeki ruhsal ve fiziksel sağlık ve gelişim üzerinde yaşamsal önemi olduğuna işaret etmektedir.." The detailed British study by Sir Donald Acheson and his team on inequalities in health for the U.K. government in 1998 concluded, after having reviewed all of the evidence about early childhood and health, “Follow up through life of successive samples of birth has pointed to the crucial influence of early life on subsequent mental and physical health and development.” This is from the 1998 report, Inequalities in Health. Acheson, Donald - Independent Inquiry into Inequalities in Health ,1998 Mustard_ _Türkçe

23 03-065 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı DAVRANIŞ Mustard_ _Türkçe

24 “Erken yaşlarda kötü muamelenin çocuğun beyin gelişimi ve işlevinde
02-008 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı “Erken yaşlarda kötü muamelenin çocuğun beyin gelişimi ve işlevinde kalıcı olumsuz etkisi olabilir.” Teicher, in his studies of the early years and behaviour in later life, has found that neglect, and physical or sexual abuse of young children (family violence) can set pathways that lead to behaviour problems in later life. In this work, they have used, amongst the assessments, brain imaging techniques to show actual changes in the brain structures in the early years which tend to persist throughout life. This is in agreement with the work of Richard Tremblay. Martin Teicher Scientific American, 2002 Mustard_ _Türkçe

25 “Kötü sonuçlar … depresyon, anksiyete,
02-011 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı “Kötü sonuçlar … depresyon, anksiyete, intihar düşüncesi veya post-travmatik stres - veya saldırganlık, fevri olma, suç işleme, hiperaktivite veya madde kullanımı olarak ortaya çıkabilir." Martin Teicher in his studies found, “the aftermath … can appear as depression, anxiety, suicidal thoughts, or post-traumatic stress – or as aggression, impulsiveness, delinquency, hyperactivity or substance abuse”. This work has shown the changes in brain structure as a result of these traumatic stimuli. Thus, adverse circumstances in early life can produce what appear to be permanent alterations in brain structure and function. Martin Teicher Scientific American, 2002 Mustard_ _Türkçe

26 Erken Beyin Gelişimi ve Suç Davranışı
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 01-012 Erken Beyin Gelişimi ve Suç Davranışı Ergenler tarafından işlenen kayıtlı suçlar ile 6, 18 ve 24. aylardaki dil gelişimi arasında belirgin bir korelasyon ortaya çıkmaktadır. Results from the Swedish longitudinal study of early childhood show that children who have poor verbal skills when they enter the school system tend to remain low on the literacy tests throughout the school system. A portion of the males who are poor in literacy end up in the criminal justice system as teenagers because of their antisocial behaviour. There are many explanations given for this relationship but in terms of what we now know about the acquisition of verbal skills in early life, a biological basis for this may be the fact that if you read, sing, or talk to a child at one year of age, you have to hold it. Touch, as we have already discussed, has a significant affect on the setting of the HPA or stress pathway which affects the frontal brain and behaviour. Thus, this may be the first evidence that the development of the biological pathways in early life that affect literacy and behaviour are closely linked. There is some evidence from the 1958 British birth cohort that this is also true for health. Good nurturing in early life appears to create an environment for experienced-based brain development that influences literacy, behaviour, and health. Stattin, H. et al - Journal of Abnormal Psychology 102; 369, 1993 Mustard_ _Türkçe

27 03-115 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı OKURYAZARLIK I would now like to turn to a measure that allows comparison of how well countries are doing in terms of brain and child development and the quality and competence of their population. Verbal skills and literacy are a measure of brain development and function. This is what I call a reasonably hard measure that reflects brain development and function in adults. Measures of verbal skills and literacy also reflect health status as well as behaviour. Mustard_ _Türkçe

28 Erken Çocukluk Gelişimi ve Dil
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 04-200 Erken Çocukluk Gelişimi ve Dil Erken başlar – ilk 12 ayda Birden fazla dil öğrenme yeteneği oluşur Okuryazarlık ve dil yönelimi oluşur Recent research evidence shows that the competence for language and literacy starts very early in life, particularly in the first twelve months. Children exposed to two languages in this early period develop a good capability for mastering multiple languages. This is probably related to the fact that sound signals in the brain in infancy are setting differentiation of the neurons for sound that influence language capability. Mustard_ _Türkçe

29 Okuryazarlık düzeyleri:
01-040 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Okuryazarlık düzeyleri: EÇG’nin bir yansıması Düzey 1: çok zayıf becerileri olan Düzey 2: basit araçları kullanabilen Düzey 3: günlük yaşamın gerektirdiklerini yerine getirebilmek için yeterli niteliklere sahip One way of examining human development is the capability of the population in literacy. The new assessments developed by the OECD in collaboration with Statistics Canada provide some interesting population comparisons. This has been used to measure the distribution of literacy capability in developed and developing countries. The measurements that are usually set at five levels of performance are shown on this slide. Individuals who can read a prescription but do not understand it, are placed in category 1; individuals with some understanding, are placed in category 2; and individuals who can read and are excellent in their understanding, are placed in category 5. Level 3 in developed countries is probably the basic level to function adequately in today’s globalized world with the exponential growth in knowledge and new technologies. Düzey 4 ve 5: açıklayabilen/gösterebilen üst düzey iş görme becerilerine hakim Mustard_ _Türkçe

30 Okuma Yetkinliği 15 yaş (%), PISA 2003 Brezilya 26.9 48.3 6.3 1.9
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 06-014 Okuma Yetkinliği 15 yaş (%), PISA 2003 Derece ve Brezilya Kanada Finlandiya Macaristan Türkiye A.B.D I could not find data for the adult population in Turkey. However, Turkey took part in the recent OECD PISA study of 15 year olds. This slide shows that more than 60% of the 15 year olds in Turkey are below Level 3. In Canada and Finland in this study less than 30% of the 15 year olds are below Level 3. In today’s world, we should set as our goal, less than 10% below Level 3 and at least 50% at Levels 4 and 5. Finland is close to this. Mustard_ _Türkçe

31 Dil puanları için ülkelerin sosyokültürel değişim ölçüsü Küba Arjantin
00-042 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Dil puanları 360 için ülkelerin sosyokültürel değişim ölçüsü Küba 320 Arjantin 280 Şili Brezilya Dil puanı Kolombiya 240 Meksika This study by Willms and colleagues for Latin American countries shows that Cuba has a much better performance for children than other major Latin American countries (Standards of Care: Investments to Improve Children’s Educational Outcomes in Latin America. J. Douglas Willms. In: From Early Child Development to Human Development. Edited by Mary Eming Young. Washington: The World Bank. 2002). The key question that comes from these data is, why are the Cuban results different from those of Argentina, Mexico, Chile, Brazil, and Colombia? Is it because of the education system, or from investment in mothers and children? Cuba has the lowest GDP of the countries so it must be some other effect than wealth. 200 1 4 8 12 16 Ebeveynin eğitimi (Yıl) Mustard_ _Türkçe

32 3. Sınıf Dil Puanları Arjantin _ _ _ _ _ _ _ _
05-066 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 3. Sınıf Dil Puanları Arjantin _ _ _ _ _ _ _ _ Brezilya _ _ _ _ _ _ _ _ _ _ Şili _ _ _ _ _ _ _ _ _ Küba_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ The data from 1998 UNESCO study shows that the Cuban language scores in grade 3 are vastly superior to those from Argentina, Brazil, Chile, and Mexico. The mean for Cuba is two standard deviations better than the overall mean for the Latin American countries. The solid vertical black line is the mean value for Latin America. The countries’ data show their mean values are one and two standard deviations. Based on what we now know, this difference is probably because of the Cuban investment in mothers and young children. Meksika _ _ _ _ _ _ _ 100 150 200 250 300 350 400 UNESCO, 1998 Mustard_ _Türkçe

33 Yaşam Süresi Beklentisi & Okuryazarlık
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 04-147 Yaşam Süresi Beklentisi & Okuryazarlık 80 78 Doğumdaki yaşam süresi baklantisi (yıl) 76 74 We know that the higher the level of literacy of a population, the better its health expressed as life expectancy. How much of this relationship is driven by brain development in the early years and its effect on learning, behaviour and health and how much because poorly literate populations do not understand what influences health risks? This shows the relationship between the proportion of the population at literacy levels 1 and 2 (low) for a number of Western countries and life expectancy. This is from the OECD Stats Canada study. 72 70 20 40 60 80 100 1 ve 2. düzey okuryazarlık yüzdesi OECD Mustard_ _Türkçe

34 Okuryazarlık ve Yaşam Süresi Beklentisi
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 06-016 Okuryazarlık ve Yaşam Süresi Beklentisi Ortalama Yaşam Süresi Beklentisi Okuryazarlık Puanı (yıl) Kanada Finlandiya A.B.D Macaristan Türkiye Brezilya Data from, Learning for Tomorrow’s World: First Results from PISA OECD and U.N. Human Development Report. These data also show the relationship between literacy scores and life expectancy for a number of countries. Turkey is like Brazil in this comparison. Both countries probably have poor early child and brain development as reflected in the literacy and life expectancy scores. Mustard_ _Türkçe

35 05-173 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Fiziksel, Zihhinsel ve Diğer Sağlık Koşullarına Göre Okuryazarlık Düzeyleri– ABD (Niceliksel) Sağlık Sorunları Ruhsal ve Duygusal Sorunlar Uzun süreli hastalık Yüzde The U.S. Department of Education study on literacy in the adult population in the United States also looked at the health status of the population by level of literacy competence. This shows that there is a strong relationship between literacy competence and health status. This is not surprising since brain development in the early years influences both health and literacy at the later stages of life. Düzey NALS, p. 44, 2002 Mustard_ _Türkçe

36 İnsan Verisi Gözlemsel çalışmalar Bölümler arası çalışmalar
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-112 İnsan Verisi Gözlemsel çalışmalar Bölümler arası çalışmalar Boylamsal çalışmalar Müdahaleler Data about the improvements in the quality of early child development on human development comes from a variety of diverse studies listed on this slide. Although diverse in design, the studies I will discuss are all compatible with our understanding of experience-based brain and biological development in the early years of life. Mustard_ _Türkçe

37 Romanya Evlat Edinme Projesi – B.C.
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-115 Romanya Evlat Edinme Projesi – B.C. 10,5 Yıl Puanları CB EA LA IQ Dil puanı Davranış 13% 9% 43% CB - Kanada doğumlu EA - Erken evlat edinilmiş (4 ay içinde) LA - Geç evlat edinilmiş (8 ay veya sonrasında) The observations of Romanian children adopted into middle class homes in British Columbia shows that the earlier these children were adopted, the better the results. Even though the late adoptees were in the same social economic family structure as the early adoptees, they did not develop as well at age 10 as the early adoptees. This is evidence that the early period of development in infancy sets brain and biological pathways that affect learning and behaviour in later stages of development. Also, the families with late adoptees found the raising of the children more stressful. L. Le Mare Mustard_ _Türkçe

38 Yetimhanede kaldığı süreye göre akşamları kortizol seviyesinde artış *
00-046 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Yetimhanede kaldığı süreye göre akşamları kortizol seviyesinde artış * -0.2 -0.4 -0.6 Log10 Tükrük Kortizolü -0.8 Cortisol levels have been assessed in Romanian children adopted into British Columbia families. The end of the day sterol levels were significantly higher in the children kept in the orphanages for a long time before adoption than for the children adopted soon after birth. This is in keeping with the animal data that rat pups and infant monkeys who have been poorly nurtured after birth tend to have elevated sterol levels. This is in keeping with the evidence from animal studies that early life has a significant effect on the development and function of the limbic HPA pathway. *lineer trend -1 -1.2 10 20 30 40 50 Yetimhanede kaldığı ay sayısı Mustard_ _Türkçe

39 Düşük Kilo ile Doğmuş EÇG Merkezlerindeki çocuklar (1-3 yaş arası)
03-005 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı WISC Dil Puanları Yaş 8 – Düşük Kilo ile Doğmuş EÇG Merkezlerindeki çocuklar (1-3 yaş arası) Düşük Doğum Kilosu 16 Tamamı 14 Çok düşük 12 Düşük 10 8 6 4 A recent study by Jeanne Brooks-Gunn and her colleagues studying a low birthweight subgroup in the US Head Start program has shown the powerful effect of frequency of interaction with young children in early child development centres. This slide shows the results for children randomized into the centre program or left as a control (intention to treat group). The striking finding is that children who entered the centre program at age 1 and spent more than 400 days in the two year period (until age 3) at the centre program had much better verbal scores at age 8 than the children regardless of birth weight in the intention to treat group. The children who spent less than 350 days in the centre, did not do as well as the children who were more frequently in the centre program. This is another demonstration that the extent of interaction with young children in early life has substantial effects on development that is manifest in the later years (a dose effect). 2 -2 Kontrol grubu Merkezde 350 veya Merkezde 400 veya daha az gün daha az gün Hill, Brooks-Gunn, Waldfogel. Dev. Psychol July. Mustard_ _Türkçe

40 Abecedarian Çalışması – Okuma
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 04-153 Abecedarian Çalışması – Okuma Etki İlkokul notları Okul öncesi Okul öncesi & İlkokul notları 1.2 0.8 0.4 This chart from the Abecedarian Study in the United States shows the effect of different degrees of investment in early child development on reading. In the Abecedarian Study, children in low socio-economic families were randomized into four groups. Control. A special program in the primary grades at the time of school entry. A preschool program beginning at birth (full day) beginning at four months but no special school program. Preschool plus the special primary grades program. The special program for the first three years in the primary grades had a small effect. The preschool program had significant effects on reading at school entry but the effect diminished over time. The effect tended to be sustained for the children in both the preschool and primary grade programs. This is compatible with what we know about experience-based brain development and learning in the school system. This shows that early child development affects later stages of development in the school system. Age 8 Age 12 Age 15 Age 21 Test sırasındaki yaşı Mustard_ _Türkçe

41 ERKEN ÇOCUK GELİŞİMİ PROGRAMLARI
05-002 ERKEN ÇOCUK GELİŞİMİ PROGRAMLARI

42 Erken Çocuk Gelişimi ve Ebeveyn Merkezleri
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-029 Erken Çocuk Gelişimi ve Ebeveyn Merkezleri Gebelikten okula gidene kadar sunulur Ebeveyn için destek sağlar Anne babalık yaparak öğrenilir Bakım sağlar Çocukla ilgili hizmetlere gerekli bağlantı sağlanır İlkokullar ile entegre olmak This slide lists the key components of early child development and parenting centres. Mustard_ _Türkçe

43 Erken Çocukluk Eğitiminde Başarı için
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 06-001 Erken Çocukluk Eğitiminde Başarı için Erken müdahale Sık müdahale Etkin müdahale A recent Brookings Institution (Washington) paper, in reviewing all the evidence makes three important points that the early child development centre has to be able to do (Success by Ten. Ludwig and Sawhill. 2006) Intervene early. Intervene often. Intervene effectively. To do this will be expensive, however, if you do not make the investment, you will not improve the quality of your population. Ludwig and Sawhill, Brookings Institution, 2006 Mustard_ _Türkçe

44 03-116 SONUÇLARIN ÖLÇÜMÜ

45 Erken Gelişim Enstrümanı (EDI)
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Erken Gelişim Enstrümanı (EDI) 03-085 Fiziksel sağlık ve refah Sosyal bilgi ve yetkinlik Duygusal sağlık / olgunluk Dil ve zihinsel gelişim In order to assess early child development in Canadian communities, Offord and Janus developed the Early Development Instrument (EDI) measure, which has now been applied across Canada. This is a population, not an individual diagnostic tool. İletişim becerileri ve genel bilgi Mustard_ _Türkçe

46 34.5% 15% 8.5% 27.5% 21.5% Bölgeye göre yuvalardaki en düşük %10luk
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 02-065 Bölgeye göre yuvalardaki en düşük %10luk dilimdeki puanları alan çocukların yüzdesi - Vancouver 34.5% 15% 8.5% 27.5% The Early Development Instrument (EDI) has been applied extensively at the time children enter the school system. This shows, from the work of Clyde Hertzman and colleagues at the University of British Columbia, the EDI results by district in Vancouver. The children in the poorest region do poorly on the EDI test while children in the wealthiest sector do best. The values are the percentage of children doing poorly on the EDI test. These results show a clear socioeconomic gradient based on household income. Red - $62, 000 to $74,000 Orange - $49,000 to $62,000 White - $37,000 to $49,000 Blue - $24,00 to $37,000 Yellow - $12,000 to $24,000 Grey – Data not available 21.5% EDI, Şubat 2000 Mustard_ _Türkçe

47 Vancouver 4. Ve 7. Sınıf Testleri
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-113 Vancouver 4. Ve 7. Sınıf Testleri EDI standartlarına erişemeyen çocukların oranı EDI endeksinde okula başlarken yüksek risk altında olan çocukların oranı ile güçlü bir korelasyon göstermektedir. In all these studies in British Columbia and Ontario, performance in the primary schools shows a direct correlation with the EDI measure of the children entering the school system. This slide summarizes the results for the Vancouver school system. Mustard_ _Türkçe

48 MEDENİYET DENEMELERİ – EKONOMİK BÜYÜME
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-114 MEDENİYET DENEMELERİ – EKONOMİK BÜYÜME SOSYAL İSTİKRAR VE ERKEN ÇOCUKLUK GELİŞİMİ Ever since the Agricultural Revolution 10,000 years ago, humans have been experimenting with civilization. The quality of populations has affected these experiments. Mustard_ _Türkçe

49 İnsan Evrimi ve Uygarlıkların Süregelen Evrimi
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 05-216 İnsan Evrimi ve Uygarlıkların Süregelen Evrimi Nüfusun sağlık ve refahını iyileştirmek Nüfusun yetenek ve yetkinliğini geliştirmek. Sürdürülebilir, hoşgörülü, çoğulcu toplumlar kurmak Okuryazarlık ve gelirde eşitlik If we do not improve the quality of populations, our experiments in civilization could fail with catastrophic results. Mustard_ _Türkçe

50 İnsan Sermayesini Güçlendiren Politikalar
02-056 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı İnsan Sermayesini Güçlendiren Politikalar “Çocuklara yatırım yapmak için onların birer yetişkin olmasını bekleme lüksümüz olmadığı gibi, onlar okula başlayana kadar bekleme lüksümüz de yok, çünkü o zaman One economist who has recognized the importance of investment in early child development is the year 2000 Nobel Prize winner in Economics at the University of Chicago. Heckman recently helped organize a meeting with the Federal Reserve Bank in Minneapolis to help Americans understand the importance of increased investment in early child development. müdahale etmek için çok geç olabilir" Heckman, J., 2001 (Nobel Ödüllü İktisatçı, 2000) Mustard_ _Türkçe

51 İnsan Gelişimine Yatırımın Geri Dönüş Oranları – tüm yaşlar için
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı İnsan Gelişimine Yatırımın Geri Dönüş Oranları – tüm yaşlar için 03-074 8 6 Okul öncesi programları 1$ yatırım için geri dönüş Okul 4 R One of the stunning new pieces of information is Heckman’s assessment of when investments in human development have the greatest return on competence and coping skills. This chart from his recent paper, using data from the United States, shows quite clearly that investment in the early years of life before the formal school system, gives the greatest return. We now understand how the social environment gets under the skin, particularly in the early years, to affect health, learning, and behaviour throughout the life cycle. Given this knowledge, and the need for an innovative knowledge based economy it is clear that we have to better integrate the knowledge from the natural sciences and the social sciences if we are to have higher quality populations and a more stable world during this century. İş Eğitimi 2 Okul öncesi Okul Okul sonrası 6 18 Yaş Carneiro, Heckman, Human Capital Policy, 2003 Mustard_ _Türkçe

52 Bütünsel - EÇG İnsani Kalkınma Sosyal Eğitim Sağlık Eşitlik Sermaye
00-068 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı Bütünsel - EÇG Sosyal Eğitim Sağlık Eşitlik Sermaye Ekonomik Büyüme Van der Gaag, a Dutch economist, has recognized that early child development affects education, vulnerability to physical and mental health problems in adult life, the quality of society’s social capital and the equality of a society. Thus, it is crucial, if societies wish to have high quality human capital and stable societies to have good early child development programs. He estimates that the minimum return for every investment in early child development is at least three times the cost of the investment. The most recent estimates are that the return to society for every dollar spent on early child development is at least eight times the cost of the investment. These estimates do not include the return on health as a result of the early child development investments. Some in the World Bank realize that early child development has to be a priority investment if the massive numbers of the people in the developing world are ultimately to have the capacity to take part in the increasingly globalized knowledge-based world of this century. We must improve the quality of human capital in all countries. Your challenge as a country is to prepare the next generation so that they can contribute to the challenges the human race will face in this century. İnsani Kalkınma Van der Gaag, World Bank Mustard_ _Türkçe

53 Bu sunumu indirmek için:
ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı 01-039 To download this text, visit the Founders’ Network website at Bu sunumu indirmek için: Slides - Slide Shows Mustard_ _Türkçe

54 ACEV-Toplumsal ve Ekonomik Kalkınma İçin Erken Çocukluk Eğitimi Konferansı
Referanslar References From Early Child Development to Human Development. Editor: Mary Eming Young, World Bank, Washington, 2000. The End of Stress As We Know It. Bruce McEwen, Joseph Henry Press, Washington, 2002. Developmental Health and the Wealth of Nations. Editors: Daniel P. Keating, Clyde Hertzman, The Guilford Press, New York, 1999. From Neurons to Neighborhoods. The Science of Early Child Development. Editors: Jack P. Shonkoff and Deborah A. Phillips, National Academy Press, Washington, 2000. Early Years Study, Final Report Reversing the Real Brain Drain. Hon. Margaret Norrie McCain and J. Fraser Mustard, Publications Ontario, Toronto,1999. Do you Believe in Magic? Jeanne Brooks-Gunn. Social Policy Report 17(1) ECD and Experience-based Brain Development: The Scientific Underpinnings of the Importance of Early Child Development in a Globalized World. J. Fraser Mustard. Washington: Brookings Institution From Early Child Development to Human Development. Editor: Mary Eming Young, World Bank, Washington, 2000. The End of Stress As We Know It. Bruce McEwen, Joseph Henry Press, Washington, 2002. Developmental Health and the Wealth of Nations. Editors: Daniel P. Keating, Clyde Hertzman, The Guilford Press, New York, 1999. From Neurons to Neighborhoods. The Science of Early Child Development. Editors: Jack P. Shonkoff and Deborah A. Phillips, National Academy Press, Washington, 2000. Early Years Study, Final Report Reversing the Real Brain Drain. Hon. Margaret Norrie McCain and J. Fraser Mustard, Publications Ontario, Toronto,1999. 6. Do you Believe in Magic? Jeanne Brooks-Gunn. Social Policy Report 17(1) 7. ECD and Experience-based Brain Development: The Scientific Underpinnings of the Importance of Early Child Development in a Globalized World. J. Fraser Mustard. Washington: Brookings Institution Mustard_ _Türkçe