The Early Years Study: Reversing the Real Brain Drain

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The Early Years Study: Reversing the Real Brain Drain REVERSING THE REAL BRAIN DRAIN Early Years Study Final Report April 1999 Co-chairs: Hon. Margaret Norrie McCain & J. Fraser Mustard The preparation of this report was funded by the Ontario Children’s Secretariat To obtain additional copies: Mail order or pick up: Children's Secretariat 1075 Bay Street, Suite 601 Toronto, ON M7A1E9 Phone order: Toronto (416) 325-0054 Email: [email protected] Website: www.childsec.gov.on.ca Also available in French This is a final copy of the full Early Years Study. The Canadian Institute for Advanced Research L’Institut canadien de recherches avancées The Founders’ Network 401 Richmond Street W., Suite 281 ISBN 0-7778-8953-6 Toronto, Ontario M5V 3A8 Telephone (416) 593-5999 February 16, 1999 Hon. Michael D. Harris Premier Government of Ontario Room 281, Legislative Building, Queen’s Park Toronto, ON M7A 1A1 Dear Mr. Premier, Enclosed is the Report from the Early Years Study to you and the Minister Responsible for Children, the Honourable Margaret Marland. This study and its recommendations are the work of the Reference Group and the Co-Chairs. We examined the evidence from the neurosciences, developmental psychology, social sciences, anthropology, epidemiology and other disciplines about the relationship among early brain and child development and learning, behaviour, and health throughout all stages of life. We consider, in view of this evidence, that the period of early child development is equal to or, in some cases, greater in importance for the quality of the next generation than the periods children and youth spend in education or post secondary education. We empathize that the children of Ontario can do better and that to improve the early years for young children will require the commitment of all citizens from all sectors in Ontario, its government and the media. We have set out in the report steps to achieve the goal of improved outcomes for all young children and encourage your government to start the process so that in the next century Ontario will have the best educated and competent population in the world. We thank you for the opportunity to prepare this report. Yours sincerely, Margaret McCain J. Fraser Mustard Co-Chair Co-Chair Early Years Study Early Years Study EARLY YEARS STUDY: Reversing the Real Brain Drain TABLE OF CONTENTS Title Page Letter of Transmittal Acknowledgements Preface ......................................................................................................1 Summary ......................................................................................................5 Chapter 1: Neuroscience and Early Child Development...........................21 Chapter 2: Socioeconomic Change and Families and Children...............45 Chapter 3: How Are Ontario’s Children Doing?.........................................57 Chapter 4: The Mismatch of Opportunity and Investment........................93 Chapter 5: The Strength and Experience of Ontario’s Community Initiatives in Early Child Development Programs .................113 Chapter 6: A Vision for an Early Child Development and Parenting Framework ...............................................................................131 Chapter 7: Recommendations ..................................................................153 References Appendix I Reference Group Members Appendix II Contributors Appendix III Terms of Reference ACKNOWLEDGEMENTS This report is the product of the commitment and work of the Reference Group and the co-chairs, Margaret Norrie McCain and J. Fraser Mustard. The proposed strategy and recommendations are the result of this work. The Honourable Margaret Norrie McCain is the former Lieutenant Governor of New Brunswick (1994-1997). She is currently involved with numerous initiatives which focus on the elimination of family violence and promote social justice for all women and children in Canadian society. J. Fraser Mustard was the Dean and Vice-President of Health Sciences, McMaster University from 1972 to 1982, and was the founding president of the Canadian Institute for Advanced Research (CIAR) from 1982 to 1996. He is presently the Bell Canada Fellow of the Institute and works through the Founders' Network. The considerable expertise and knowledge of both co-chairs were invaluable in reviewing the research and guiding the study's investigation of the early years. Together, with the Reference Group members, they are responsible for the final report. THE REFERENCE GROUP MEMBERS WERE: 1) Charles Coffey 2) Mary Gordon 3) Janet Comis 4) Dan Offord 5) Julie Desjardins 6) Terry Sullivan 7) Richard Ferron 8) Clara Will 9) Florence Minz Geneen 10) Robin Williams (For further information about the Reference Group, please see Appendix I.) Jane Bertrand was the staff member, on leave from George Brown College, who provided the critical base of support without which we could not have prepared this report. The co-chairs had generous assistance from members of the Canadian Institute for Advanced Research programs in Population Health, Human Development and Economic Growth. Clyde Hertzman [Director, Population Health] and Dan Keating [Director, Human Development] were very Early Years Report helpful in providing the knowledge and synthesis concerning the early years of child development and learning, behaviour and health throughout the life cycle. Doug Willms [Human Development Program] played a key role in providing the analysis from the National Longitudinal Survey of Children and Youth in collaboration with Allen Zeesman and his colleagues in Human Resources Canada. Michael Wolfson [Statistics Canada and CIAR Population Health Program] and his colleague, Nancy Ross [Statistics Canada] provided the birthweight analysis for the report and, with the Education Quality and Accountability Office, did the grade three test result analysis for us. We also had helpful input and advice from Max Cynader [CIAR Human Development Program] with respect to the neuroscience story, as well as Steve Suomi and Lew Lipsitt [CIAR Human Development Program] re factors influencing early human and primate development. Robbie Case [CIAR Human Development Program] gave us valuable information in relation to the new understanding about factors influencing the base for mathematical skills in the early years. In sections on economic growth and socio-economic change, we had help and advice from Elhanan Helpman [Director, Economic Growth Program] and Craig Riddell [Economic Growth Program]. Harry Swain [Sussex Circle] guided our exploration of possible financial policy options, including tax incentives. We also received advice from Helmut Tilak [Stikeman Elliot], Karen Watson [KPMG], and Gordon Cleveland [University of Toronto]. A detailed study was specifically prepared for us by economists Arthur Donner [economic consultant] and Fred Lazar [York University]. Community visits and discussions with provincial groups and individuals concerned about early childhood gave advice and insights into what is being done and what communities can do. Kathleen Guy and Dawna Wintermeyer made the community visits possible and Michael Cushing interviewed representatives from numerous organizations. We wish to thank the hundreds of individuals (listed in Appendix II) who talked with us, gave us advice and shared their professional and personal experiences. Pam Bryant and her staff in the Children's Secretariat (also identified in Appendix II) mobilized the support we needed from the Ontario public service. Finally, we want to express our appreciation to Cheryl Hamilton for her tireless work in transforming our experiences and knowledge into a written report. Early Years Report PREFACE PURPOSE New understanding of brain development in the early years and its effect on subsequent learning, behaviour and health for individuals has led a number of governments and other organizations to take steps to provide better circumstances in and outside the home for early child development. The Ontario government, recognizing the importance of this period of human development, established the Early Years Study in the spring of 1998 with the following purpose: The Study will provide options and recommendations with respect to the best ways of preparing all of Ontario's young children - including those at risk or with special needs - for scholastic, career and social success. The development of the whole child, giving consideration to a comprehensive model of seamless supports and early interventions, is of paramount importance. Further, the Study will clarify roles and responsibilities and recommend options for collaborative service models for early learning for children, including local and provincial-level initiatives based on best practices. In addition, the Early Years Study was asked to consider collaborative and partnership models that would actively engage the federal, provincial and municipal governments, school boards, communities and the private sector. PROCESS We began by building a synthesis of the new knowledge base from neuroscience, developmental psychology, human development, sociology, paediatrics, and the determinants of health, learning and economic growth from work in Canada, the United States and Europe to establish a framework of understanding with respect to the early years of child development and the effects on learning, behaviour and health throughout the life cycle. This knowledge emphasizes the need for a continuum of parent-focused and child-focused activities for optimum brain development in the early years. We discussed this
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