IN INFANT ANT-TODDL ODDLER ER SUC SUCCESS: CESS: LEV EVELIN - - PowerPoint PPT Presentation

December 27, 2016

IN INFANT ANT-TODDL ODDLER ER SUC SUCCESS: CESS: LEV EVELIN ELING G TH THE E PLAYIN ING G FI FIEL ELD

Phone: (909) 347-7313 www.InfantToddlerSuccess.org info@InfantToddlerSuccess.org

December 27, 2016

THE INFANT-TODDLER SUCCESS PARENT EDUCATION PROGRAM IS BASED ON CONSISTENT NEUROSCIENCE RESEARCH:

• 0-3 yrs. largely determines later success in

school and in life

• 80-85% of the brain develops by age 3
• during this critical window, the foundations for

thinking, academic success, and social-emotional competencies are formed

(e.g., Grunewald & Rolnick, 2006; Heckman, 2008, 2010; Suskind, 2015)

December 27, 2016

A CHILD’S EXPERIENCES DURING THIS TIME DETERMINE THE DEVELOPING BRAIN’S ARCHITECTURE, NEURAL CONNECTIONS, AND HOW IT FUNCTIONS…

• Experiences increase and strengthen

neural pathways in the brain

• Unused pathways are pruned away during

early childhood

(Gerhardt, 2015; Suskind, 2015; Nelson, Fox, & Zeanah, 2014)

December 27, 2016

• I. TYP

YPES S OF F PARENT ENTAL AL NURTURI TURING NG (0-3 3 YR YRS. S.):

Nur Nurtur uring ng is the single most important influence on early brain

• development. It sets off neurochemical events that allow the

brain to develop normally. Positive parenting: Children flourish with pa pare rent ntal al warmt rmth, h, res esponsiv

• nsivene

eness, ss, and sen ensitiv itive e attunement unement (i.e., a “secure attachment”). Results in optimal brain formation, creating the foundation for optimal cognitive, language, social, and emotional development.

December 27, 2016

AUTHORITARIAN PARENTING STRESSES OBEDIENCE AND CONFORMITY. IT TENDS TO USE HARSH, TRADITIONAL PHYSICAL AND PSYCHOLOGICAL PUNISHMENT, WHICH GREATLY INCREASES THE RISK OF:

• less optimal brain development
• weaker social and emotional development
• weaker language skills and cognitive functioning
• poor self-regulation, more behavior problems and attention deficits
• Being less ready to start school and less academically successful
• mental health problems
• lower I.Q.

(e.g., Cassidy & Shaver, 2016; Gerhardt, 2015; Guttmann-Steinmetz & Crowell, 2006; Main & Hesse, 2003; Masterson, 2006; Sroufe et al., 2001, 2006;Teicher, 2001, 2002; Teicher et al., 2003, 2004; Zila & Kiselica, 2001)

December 27, 2016

ABUSIVE, NEGLECTFUL PARENTING RESUL SULTS S IN IN SEVERE VERELY Y LI LIMITED ITED:

• brain development and functioning
• social and emotional development
• self-regulation, attention span,

and impulsiveness

• school readiness and overall

academic performance

• self-regulation resulting in

behavior problems

• cognitive functioning, formal

reasoning, problem-solving, memory, & learning capacity

• I.Q.
• Other negative outcomes
• Increased risk for teen

pregnancy, dropping out of school, engaging in delinquent behaviors, substance abuse

• higher risk for mental health

problems/psychopathology

(e.g., Cassidy & Shaver, 2016; Gerhardt, 2015; Guttmann-Steinmetz & Crowell, 2006; Main & Hesse, 2003; Masterson, 2006; Sroufe et al., 2001, 2006;Teicher, 2001, 2002; Teicher et al., 2003, 2004; Zila & Kiselica, 2001)

December 27, 2016

EARLY EXPERIENCES STRENGTHEN NEURAL PATHWAYS IN THE BRAIN; UNUSED PATHWAYS ARE PRUNED AWAY DURING THE PRESCHOOL YEARS.

December 27, 2016

BRAIN SCANS OF A HEALTHY CHILD AND ONE WHO HAS EXPERIENCED SEVERE NEGLECT:

Children who experience severe neglect, abuse, or emotional trauma during early development suffer from abnormalities in brain chemistry, brain functioning, brain structure, and even brain size

(e.g., Gerhardt, 2015; Perry, 2005; Teicher, 2001, 2002; Nelson, Fox, & Zeanah, 2013).

December 27, 2016

• II. EARL

RLY Y LANGU NGUAGE GE ENVIR VIRONME ONMENT NT (0-3 3 YRS.): .):

Children need lots of “pare rent nt talk” and book k readin ing from infancy on! A rich, , positi itive e languag guage envir ironm

• nment

nt is critic tical al fo for optim imal al brain in develop elopment nt. The number er of words s infant nts and todd ddler lers s hear r during ng the first t 3 years s

• f life is directl

ctly y related ed to:

• learni

rning g to speak ak

• understan

anding ding the meani ning ng of words

• size

e of vocabular abulary

• more

re neural al co connecti ection

• ns

s in the brai ain

• Faster

er brain in processin essing g speed ed

• Impr

proved ed self-regu regula latio tion

• later

er reading ding and math h ability lity

• school
• ol readin

iness ess and school

• l success
• I.Q.

. at age 3 and beyon

• nd

(e.g., Hart & Risley, 1995, 2003; Suskind, 2015; Trelease, 2013)

December 27, 2016

CHILDREN WHO COME TO SCHOOL WITH THE MOST WORDS HEARD DO BETTER IN SCHOOL

December 27, 2016

THE PROBLEM:

Parents with less education tend to:

• Have less knowledge of positive parenting strategies
• Focus on obedience & conformity
• Be less attuned to child’s signals & needs; and therefore

child(ren) are less attached to them

• Use authoritarian parenting approaches including harsher,

punitive parenting methods

• Be less likely to talk or read to their children

December 27, 2016

December 27, 2016

With less child-directed supportive parent talk: Slower in understanding language at 18 mos. Slower vocabulary growth by age 2 Lower scores on language and cognitive assessments in kindergarten and elementary school

STANFORD UNIVERSITY RESEARCH INDICATES THAT LOW-INCOME 5 YEAR OLDS SCORE ALMOST TWO YEARS BEHIND ON LANGUAGE DEVELOPMENT TESTS WHEN THEY BEGIN SCHOOL.

(Fernald, Marchman, & Weisleder, 2013)

December 27, 2016

URGENCY OF TIMING

December 27, 2016

DEMOGRAPHIC MOGRAPHIC UR URGEN GENCY CY – SAN BERN RNARDINO ARDINO COUNT UNTY Y PU PUBLIC LIC HEAL ALTH TH PR PROFILES FILES 2015 5 (CA DPH PH)

• Approx. 33,000 live births annually in SBCo
• Single mothers (2013): 46.1% (SBCo) - 45.5% (RivCo)
• Family socio-economic status at birth (2013):
• 52.6% in poverty or near poverty
• Birthrate by income
• highest rates in families earning $0 - $10,000 annually
• Second highest rates in families earning $10,000 - $20,000

annually

December 27, 2016

December 27, 2016

SOCIAL COSTS OF INEFFECTIVE PARENTING

For every dollar spent on the prevention of child abuse and early intervention, $7-10 is saved down the road on social costs of crime, delinquency, school dropouts, etc. Illustrative annual costs resulting from ineffective parenting:

• Criminal behavior, drug use, and dropping out of school for single youth: $1.7 - $2.3 million

(Becker, 2001)

• High school dropouts: over the next decade, 12 million students will drop out, costing taxpayers

about $3 trillion, e.g., welfare, not paying taxes, incarceration costs (APA, 2012)

• Child abuse/neglect in 2008: $124 billion (CDC)
• Mental health disorders in children: $247 billion (Stroul et al., 2014)
• cost of incarceration in California alone: $1

1.2 billion - - more than the total spent on all levels

• f education (VERA Institute of Justice, 2012)
• cost of teen childbearing: $9.2 billion (e.g., www.thinkprogress.org)

e.g., Fanton & McFarland, 2003; Heckman, 2008, 201 1; Grunewald & Rolnick, 2005

December 27, 2016

AN EXCERPT FROM THE INFANT

• TODDLER

SUCCESS PARENTING MANUAL

The Story of the Ham

December 27, 2016

INFANT

• TODDLER SUCCESS GOALS AND

DISTINCTIVENESS

ITS GOALS ARE TO GIVE CHILDREN THE OPPORTUNITY TO MEET THEIR POTENTIAL – IN HEALTH, EDUCATION, AND OVERALL SUCCESS – BY SHARING WITH PARENTS THE FINDINGS OF NEUROSCIENCE AND CHILD DEVELOPMENT RESEARCH ON STRATEGIES THAT PROMOTE INFANT AND TODDLER COGNITIVE AND SOCIOEMOTIONAL DEVELOPMENT.

• THE INFANT-TODDLER SUCCESS PROGRAM, FORUMLATED BY UNIVERSITY FACULTY

WHO TEACH AND ENGAGE IN CHILD DEVELOPMENT RESEARCH, IS DISTINCTIVE IN ITS OVERALL APPROACH. ITS CLASSES ARE:

• BASED ON THE MOST RECENT NEUROSCIENCE AND CHILD DEVELOPMENT RESEARCH, WITH

RIGOROUS ASSESSMENT AT EACH STEP OF THE PROGRAM;

• OFFERED BY CHILD DEVELOPMENT MASTERS GRADUATES AND/OR ADVANCED GRADUATE

STUDENTS;

December 27, 2016

INFANT

• TODDLER SUCCESS GOALS AND

DISTINCTIVENESS - 2

• CONCENTRA

CENTRATED ED ON PARENT ENTS OF F CHILDREN LDREN UP TO TO 3 YEARS ARS OLD, , WHEN EN 80-85 5 PERCENT CENT OF F THE BRAI AIN N IS FORMED; MED;

• FOCU

CUSED SED ON TREA EATI TING G NEGLECT LECT, , ABUS USE E AND D HEALTH H ISSUES ES AS WELL AS COGNITIVE GNITIVE AND SOCIOE IOEMO MOTI TION ONAL AL DEVEL ELOPMEN OPMENT T AIMED D AT ELIMIN INATING THE E ACHIEVEME IEVEMENT NT GAP;

• TAUGHT IN EITHER SPANISH OR ENGLISH BASED ON THE PARENTS’ BEST

UNDER ERSTOOD OD LANGU NGUAGE; E;

• ACC

CCOMP OMPAN ANIED IED BY A MEAL, , CHILDC LDCAR ARE E BY ADVANC ANCED ED CHILD LD DEVEL VELOPM OPMENT ENT STUDENTS, AND AFTER EACH CLASS A CHILDREN’S BOOK TO READ;

December 27, 2016

INFANT

• TODDLER SUCCESS GOALS AND

DISTINCTIVENESS - 3

• SUPPLEM

PLEMENTED ENTED WITH H A HELPLINE LINE FOR PARENT ENTS TO TO HAVE VE QUESTI TION ONS S ANSWER WERED ED UNTIL L THE CHILD LD ENTERS ERS KINDER DERGARTEN TEN;

• FOLL

LLOWED WED BY REGUL ULAR AR COMMUNIC UNICATION ION WITH PARENT NTS S WHO HAVE VE TAKEN KEN THE E CLASS SSES; ES;

• RECON

ONVEN VENED ED EVER ERY Y FOUR MO MONTHS THS – TO TO ANSWER WER QUESTIO TIONS, S, CONTINU NTINUOUSL OUSLY Y ASSES ESS S THE PROGR GRAM, , AND ND ASSURE URE SCHOOL OOL READI ADINESS NESS – UNTIL IL THE CHILD D ENTERS ERS KINDE NDERGART ARTEN; EN; AND

• OFFERED

FFERED AT A FR FRACT CTION ION OF F THE COST T OF F HOME VISIT IT PROGR GRAMS. AMS.

December 27, 2016

CLASSES ASSES FOR OR PARENT NTS, S, & CAREGIVER EGIVERS S OF OF CHILDREN ILDREN AGES S 0-36 36 MON ONTHS HS

• 8 two-ho

hour cl classe sses s 2x a wee eek for four wee eeks

• In Spanish

nish or Engli lish sh

• Childcare, meals, children’s books & Helpline
• Quarterl

erly y follo low-ups ups until l kinder ergar arten en to answ swer er qu ques estio tions, ns, assess ess ef effectiv ectivene eness, ss, & en ensure re schoo

• ol

l rea eadiness iness

• Pre

revent ent child d abu buse e and neg eglect lect

December 27, 2016

providing viding paren enti ting ng ed educa catio tion n throughout ughout the e IE since ce 2000

• significant improvement in parenting knowledge and skills
• Significant improvement in child behavior
• 95% or more felt that classes improved their parenting efficacy

and confidence

The e Par aren enting ting Cen enter er

In Instit itute e of Ch Chil ild De Devel elopmen ent and nd Famil ily y Rel elatio ions ns Cal

alif ifor

• rnia

nia Stat ate e Un Univ iver ersi sity ty, , Sa San Be Bernar ardino ino

(Kamptner et al., submitted for publication; Lakes et al., 2008; Lakes et al. 2009)

December 27, 2016

CU CURRICU RRICULUM UM TOP OPICS: ICS:

• Essential need for secure attachment
• Parental time with children
• Positive child guidance methods (instead of punishments)
• talking with and reading aloud to very young children
• Understanding and responding to children’s needs
• Enriching activities for infants and toddlers
• Differential Neurochemical and psychological effects of positive

parenting, authoritarian parenting, abuse and neglect, and its impact on physical and emotional health

December 27, 2016

PARENT SUCCESS STORIES:

• Mom makes scrapbook of parenting manual to

pass on to her daughter

• Other Success Stories….

December 27, 2016

PARENTS ARE A CHILD’S FIRST AND MOST IMPORTANT TEACHER

• Tea

eachers ers sp spen end fewer er than 1 n 1000 hours s wit ith chil ildren en durin ing kin inder ergarten en

• Prim

imary y ca careg egiv ivers ers sp spen end more t e than n 50,0 ,000 hours s wit ith thei eir chil ildren en by a y age e 6 (Trel elea ease se, , 2013)

December 27, 2016

TH THE HO HOME-TEAM TEAM ADVANT NTAGE GE Suppor porting ting child ldren en & f fam amili lies es through

• ugh co

coll llab abor

• ration

ation

December 27, 2016

ENG NGAGIN ING THE COM OMMUNIT MUNITY Y TO O REACH H FAMILI ILIES ES

• To reach

h pa parents, nts, grandp ndparents arents and nd ca caregiv regiver ers, s, we e work k with h follo lowing: wing:

• Educat

ucation

• Healt

lthcare hcare

• Fait

aith-Based Based

• Media

dia

• City

ty and nd County nty Office ces

December 27, 2016

PARTNERS: TNERS:

• SBCUSD – funding

g for

• r 20 classes

sses

• Maki

king g Hope e Happ ppen en Foundat ndatio ion of SBCUSD SD – one of three ee prior

• rit

itie ies

• The

e Com

• mmunity

ty Fou

• undation
• n – fiscal

cal agen ent

• Parenting Center at CSUSB’s Institute of Child Development and Family

Rel elations tions – curriculu lum m and Instr truction tion

• Dioc
• ces

ese e of

• f San Ber

ernardino dino and Other er Churches es – sprea eadin ing g the e Wor

• rd
• Dignity

ty Hos

• spitals

als – facili ilitie ties s and com

• mmunity

ty ou

• utrea

each

• The

e Califor ifornia ia Endowment ent, , San Manuel el Band of

• f Missio

sion Indians, ns, and Individuals viduals – don

• nation
• ns
• IE Children’s Book Project & Molina Foundation – boo
• oks

December 27, 2016

QUESTIONS?

(909) 347-7313