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NATIONAL
1800 Diagonal Road, Suite 320
INCORPORATED SPECIAL NASOSE ASSOCIATION SIMIT or
Alexandria, VA 22314
Tel: 703/519-3800
SPNET: NASDSE
FAX:703/519-3808
10
National Association of State Directors
of Special Education, Inc.
Luzanne Pierce
Technical Assistance Specialist
with Edil Edition. ion.
SEAD THE
enon OKA the
Carlin Michael X
&
Shelley d et @ Fosset
the
&
The
which and RUSS
300
with
71
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
UNITED STATES DEPARTMENT OF LABOR
OFFICE OF THE SECRETARY
Hi Jen -
I thought the enclosed
might be help ful for
you up coming child
Care conference
Please call when
wants me to get in the
you can. Susan liss
loop on the planning for
the conference if that's
possible
Best - Carrie wofford
219-6611
I
WORKING FOR AMERICA'S WORKFORCE
Congressional Caucus for Women's Issues
0-3 Child Care Hearing
July 10, 1997
9:15 a.m.
1302 Longworth
Panel I
Dr. Peter S. Jensen
Chief, Child & Adolescent Disorder Research Branch, National Institute of Mental Health
Dr. Edward Zigler
Sterling Professor of Psychology, Yale University
Director, Bush Center in Child Development and Social Policy
Panel II
Helen Blank
Director of Child Care and Development, Children's Defense Fund
Helen Taylor
Associate Commissioner, Head Start
Stephanie D. Fanjul
Director, North Carolina Division of Child Development
Ted Childs
Vice President of Workforce Diversity, IBM
Panel III
Dr. Marsha Weinraub
Principal Investigator, National Institute of Child Health and Human Development
Kevin Doyle
Parent
Pam Humphry
Director, Marriott Child Care Center
Congressional Caucus for Women's Issues
0-3 Child Care Hearing
July 10, 1997
9:15 a.m.
1302 Longworth
SUMMARY OF PANELS
Panel I: Current evidence of early brain development.
This panel will focus on recent research showing the effect external stimuli have on 0-
3 brain development and new and important findings on why 0-3 are critical years for
nurturing a child's capacity for learning.
Dr. Peter S. Jensen, Chief of the Child & Adolescent Disorder Research Branch, Division
of Clinical & Treatment Research at the National Institute of Mental Health, has authored
over 100 scientific articles and books and edited two books on children's mental health
research.
Dr. Edward Zigler is currently Sterling Professor of Psychology at Yale University and
Director of the Bush Center in Child Development and Social Policy. He has studied the
growth and development of children for over 40 years and is the author of 28 books and
over 500 scholarly articles.
Panel II: Federal, state, and private initiatives in 0-3 child care.
This panel will examine innovative proposals to expanding quality child care.
Panelists will discuss regulated versus unregulated child care, state and federal initiatives,
and private industry's accommodations for workers with 0-3 child care needs.
Helen Blank, Director of Child Care and Development at the Children's Defense Fund
(CDF), works to increase support for positive early care and education for children. She has
played a strong role in the promotion and implementation of federal child care legislation
and has authored major studies that have been sources of reference for state child care
policies. She will give an overview of child care initiatives nationwide.
Helen Taylor, Associate Commissioner of Head Start, will testify on Early Head Start, a
program established in the 1994 Head Start Reauthorization with broad bipartisan support
to extend Head Start from preschoolers down to babies, toddlers, and their families. The
purpose of the project is to enhance children's cognitive, social, emotional and physical
development, assist parents in fulfilling their parental roles and help parents move toward
self-sufficiency.
Stephanie D. Fanjul is currently Director of the North Carolina Division of Child
Development which oversees both Smart Start and Teacher Education and Compensation
Helps (TEACH). North Carolina's Smart Start and TEACH are nationally recognized state-
wide programs that are considered among the best early childhood initiatives in the country.
Ted Childs is currently IBM's Vice President of Workforce Diversity and maintains
worldwide responsibility for the implementation of model workforce diversity programs
within the company. He is a firm believer in family-friendly policies and exerts his influence
as a member of numerous prestigious councils, such as the American Business Collaboration
for Quality Dependent Care. IBM has been cited by Time, Newsweek and Working Mother
magazines as having one of the best child care options for its employees.
Panel III: Issues of quality and accessibility.
This panel will provide a first-hand account of the dilemmas faced by parents who
need 0-3 child care but are unable to find safe and adequate child care for their infants. A
specialist in providing child care will testify about the problems in providing quality care
given the low pay and low standards for child caregivers. Survey results will be provided to
show how the child care crisis is prevalent across the country.
Dr. Marsha Weinraub will discuss the National Institute of Child Health and Human
Development Study of Early Child Care, of which she is the Principle Investigator. This
large-scale, comprehensive study examines the effects of child care, particularly infant care,
on the development of children in the United States.
Parents and child care providers will also testify about their first-hand experience with
infant care.
2
ELEANOR HOLMES NORTON
COMMITTEE ON
DISTRICT OF COLUMBIA
GOVERNMENT REFORM AND
OVERSIGHT
COMMITTEE ON
TRANSPORTATION AND
SUBCOMMITTEE
INFRASTRUCTURE
RANKING MINORITY MEMBER,
DISTRICT OF COLUMBIA
SUBCOMMITTEES
SURFACE TRANSPORTATION
CIVIL SERVICE
Congress of the United States
PUBLIC BUILDINGS AND
CO-CHAIR
ECONOMIC DEVELOPMENT
House of Representatives
CONGRESSIONAL CAUCUS
WOMEN'S ISSUES
Washington, D.C. 20515
Statement of Congresswoman Eleanor Holmes Norton
at the Congressional Caucus for Women's Issues Hearing on
0-3 Child Development and Implications for Child Care
July 10, 1997
As Co-Chair of the Congressional Caucus for Women's Issues, I am pleased to share the
chairmanship of this first-ever Women's Caucus hearing with my distinguished colleague,
Congresswoman Nancy Johnson. We have an unusually exciting topic: 0-3 child development
and the implications for early stimulation for parents and for child care. The biological science
and the social science are so dramatic and so new that infant brain development has seized the
attention of the country feminists and traditionalists alike, but most of all, families of every
variety and scientists throughout the country. I want especially to thank Congresswomen Ellen
Tauscher and Deborah Pryce, the Team Leaders of the Women's Caucus legislative team on
Educational Child Care and School Readiness, for their work on this issue. We hope legislation
reflecting our concern for children in these critical years will come from this ground breaking
hearing.
Our panels are experts on the cutting edge of this new knowledge. They will examine the
latest evidence demonstrating the importance of the first three years of a child's life; innovative
federal, state and private initiatives that address the child care crisis; and the quality and
accessibility of child care. Scientific research reveals extraordinary new information that early
stimulation in a child's environment can determine the brain functions of a child. Parents of
every income group are now aware of just how critical the 0-3 years are for children. We now
know that children who do not meet certain cognitive, linguistic, emotional or motor goals within
the first three years may never completely develop these critical life skills.
Now, more than ever, affordable quality child care is imperative for the well-being of our
children. The 1993 Census revealed that the average family consisting of an employed mother
and children under age five spent $79 per week, more than $4000 per year, for child care. Yet
only the poorest of families qualify for the federal Head Start program. Today, the Women's
Caucus confronts the question of whether we as a society, as parents, as caregivers, and as a
Congress are doing enough to provide the quality child care and early childhood education
necessary for children to thrive.
Thank you all for joining us for what promises to be an enlightening and informative
hearing.
815 15TH STREET, N.W., SUITE 100
1424 LONGWORTH HOUSE OFFICE BUILDING
2041 MARTIN L. KING AVENUE, S.E.
WASHINGTON, D.C. 20005-2201
WASHINGTON D.C. 20515-5101
SUITE 300
(202) 783-5065
(202) 225-8050
WASHINGTON, D.C. 20020-5734
(202) 783-5211 (FAX)
(202) 225-3002 (FAX)
(202) 678-8900
(202) 225-7829 (TDD)
(202) 678-8844 (FAX)
Recycled Paper
"
U.S.
Rosa DeLauro
REPRESENTATIVE
NEWS RELEASE
436 Cannon
Washington, DC 20515
202/225-366
EMBARGOED UNTIL:
Contact: Stacy Beck
Thursday, April 17, 1997
(202) 225-3661
DELAURO INTRODUCES EARLY LEARNING AND OPPORTUNITY ACT
Ground-Breaking Brain Research Spurs Public Policy Changes
WASHINGTON Today, Congresswoman Rosa DeLauro (D-Ct)
introduced comprehensive legislation to help America's children
get a good start in life, particularly in the critical early
years from birth to age three.
DeLauro's announcement comes at a time when the nation is
increasingly focused on the importance of development during a
child's first three years. The President and Mrs. Clinton are
hosting a White House Conference on Early Childhood Development
and Learning, which DeLauro is scheduled to attend. This past
Monday, DeLauro brought together scholars and educators at Yale
University in her district for a forum on new research about how
the brain develops. The forum examined the implications of this
research for early childhood development and education.
"The exciting research going on at Yale and other facilities
around the nation has proven what parents and grandparents have
long suspected - - that the first few years of life are a critical
time for intellectual, emotional, and social development. We
know that unhealthy development contributes to school failure,
teenage pregnancy, and juvenile delinquency later in life. My
bill would give parents the tools they need to make the most of
these critical years,' said DeLauro.
Congressman Steny Hoyer (D-MD) and Congressman Jim McGovern
(D-MA) joined DeLauro as an original co-sponsor of the
legislation. The DeLauro-Hoyer-McGoverr bill would improve the
quality and availability of care for children under the age of
three, and improve the coordination and effectiveness of family
support services to parents with children in that age group.
"This bill provides necessary fuel to innovate and
streamline programs and services for children under three. There
is mounting evidence that there is no greater return on an
(more)
DeLauro Release Page Two
April 17, 1997
investment that the resources devoted to our nation's youngest
children. The bill also helps focus the nation on the incredibly
vital issues of early childhood development. As we enter the
21st century, we must increase our commitment to enhancing and
improving the education and general care of our nation's
children. By investing wisely today, we will reap huge return
down the road, said Hoyer.
"If we neglect the developmental and educational needs of
young children, we are turning our backs on our future, stated
McGovern. "Increasing investment in Head Start, expanding the
Family and Medical Leave Act, and improving the quality and
availability of child care and family support services will help
ensure that young children are healthy, and that they mature to
their fullest potential."
The DeLauro-Hoyer-McGovern legislation will address these
problems in three crucial ways. It will:
Create a flexible competitive state grant to:
-
improve the quality and availability of care for
children under the age of three;
-
improve the quality and availability of support
services to families with children aged zero to three;
encourage states to improve coordination of existing
services to these families to reduce duplication and
improve their efficiency.
Amend the Family and Medical Leave Act to cover companies
with more than 20 employees. This will extend parental
leave privileges to 15 million additional working women and
men.
Increase funding for Head Start and, over four years, more
than double funds available for the Early Start program
which provides education, health, nutrition and parent
support services to children aged zero to three.
"Scientific research shows that how individuals function
from preschool through adolescence. and adulthood hinges to a
significant extent on the experiences children have in their
first three years, stated DeLauro. "I want to make sure that
all of America's children are given the care they need in their
first years of life to prepare them to grow up to be healthy,
productive and responsible members of society."
-30-
Early Learning and Opportunity Act
DeLauro, Hoyer and McGovern
In 1993, the National Educational Goals Panel reported that
nearly half of American infants do not have what they need to
grow and thrive.
Purpose
- to improve the quality of care for children under age 3
- to improve the availability of care for such children
- to improve the quality of family support services for parents
- to improve the availability of family support services
- to improve the coordination and effectiveness of existing
programs serving families with children under age 3
TITLE I: EARLY LEARNING AND OPPORTUNITY GRANTS
- competitive, flexible grant to states to improve quality and
availability of care for children under the age of three; to
improve quality and availability of family support services
for the parents of such children; and to improve
coordination of existing programs and services
- funded at $360 million/yr for five years
- repeal of the "runaway plant" loophole to recover $1.8 billion
in tax revenue shall be used to pay for this title.
- State and private/not for profit sector will provide at least a
30% match (may be cash or in-kind) of federal funds
- Priority under this competition will be given to states which
have taken substantial legislative or executive measures to
reduce program overlap, duplication, or barriers to
coordination among the services to families with very young
children which are under state jurisdiction.
TITLE II: FAMILY AND MEDICAL LEAVE ACT AMENDMENT
- amend the Family and Medical Leave Act to cover companies with
greater than 20 employees to cover 15 million additional
women and men
TITLE III: HEAD START AMENDMENT
- authorize $600 million per year increase for Head Start
- gradually increase the set-aside for 0 - 3 Early Start program
from 5% in 1998 to 9% by 2002
Early Learning and Opportunity Act
STATUS OF AMERICAN INFANTS AND TODDLERS
FACT SHEET
Poor developmental outcomes early in life have been shown to be significant risk factors
for academic failure, teen pregnancy, and juvenile delinquency later in life.
In 1993, the National Educational Goals Panel reported that nearly half of infants in the
United States do not have what they need to grow and thrive.
According to the Carnegie Foundation "Turning Points" report, most parents today have
few choices for infant and toddler care. Even middle class parents cannot afford to stay
at home with their children, and yet cannot afford high quality child care which will
promote normal development.
Fewer than half of America's working women are covered by the Family and Medical
Leave Act, which provides a 12-week, unpaid leave to parents of companies which employ
more than 50 employees.
The United States is the only industrialized country in the world which does not provide
paid maternity leave.
Thirty developing countries provide paid maternity leave.
More than half of mothers with babies under one year of age are working outside the
home.
More than 5 million American children under age 3 are in the care of other adults while
their parents work outside the home.
Studies of care for very young children shows that less than 20 percent of such care is of
good quality.
0
One multistate study showed that 40 percent of child care for babies was so poor that it
adversely affected the babies' development and threatened their health and safety.
One in three victims of physical abuse is a baby less than one year of age.
Families with children under age 3 are the single largest group living in poverty.
Three million children - 25% of all children under age 3 --are living below the poverty
line, at greater risk for malnutrition, poor health, and maltreatment, and are less likely to
receive the care they need from parents or other child care providers to grow and develop
normally.
THE BOSTON GLOBE
TUESDAY, APRIL 22. 1997
An early-childhood education for Washington
student named Bill Clinton.
ist whining starts, it helps to remember that
expanded by more than 40 percent, a:
THOMAS OLIPHANT
Well before last week's conference, De-
this is the only industrialized country in the
nearly 2 million more people now bene
Lauro was working to spread the word
world without a paid maternity leave law,
from the literally life-saving Women, i
about the latest research. But she has also
WASHINGTON
which some 30 developing countries have as
fants, and Children program of nutrition
fashioned the first legislative proposal to
well.
e know what works," Hilla-
and education.
'W
ry Rodham Clinton was
take full advantage of its momentous impli-
Finally, the DeLauro proposal would sig-
Not enough laurels to rest on. however
saying the other day. "We
cations for those young, struggling families
nificantly expand Head Start and the fledg-
Last week's bully pulpit work - it went
have to intervene with
on which it can have the most impact.
ling Early Start program for infants and
to more than 100 sites via satellite in
The last presidential election at least set-
overstressed parents, but we don't have any
toddlers. Head Start, aimed at preschoolers
states - was significant. And the inform
tled the argument that it takes a village. But
from needy families but still shamefully
systematic way to do it."
tion, above all its magnificent simplicity. C
science shows that it also takes DeLauro's
reaching less than half the 4-year-olds eligi-
help millions of parents without anoth
True on the first point. True on the sec-
Early Learning and Opportunity Act.
ble, would get $600 million more a year until
dime of government money.
ond. But not entirely true on Mrs. Clinton's
For the drop-in-the-bucket sum of $1.8
it reached $6.7 billion five years hence.
However, one-fourth of the kids und
third point about early-childhood develop-
billion over the next five years, states could
And Early Start - which combines learn-
age 3 live in poverty, more than half 1
ment - the next frontier in education, freshly
get a powerful boost to vastly improve and
ing, health, nutrition, and parent education
mothers of kids under age 1 work. 5 mill:
fertilized with breakthrough science on the
focus their efforts to help kids under the age
for science's newest focus group - would get
kids under 3 are cared for by others wt
first three years of life. There is a way;
of 3 and parents with information, better day
a rising percentage of the Head Start au-
their parents work, and welfare refo
what's at issue is will.
care, and more family-friendly values.
thorization - reaching 9 percent, or $600 mil-
alone will increase these populations cons
At last week's stunning White House
To pay for the core of her proposal, De-
lion, in 2002, a doubling of the money and a
erably in coming years.
gathering to give broader dissemination to
Lauro suggests closing just one of the scores
major expansion in service to nearly 50,000
For a baby facing tall hurdles. long-te
the increasingly voluminous body of re-
of loopholes that subsidize the comfortable
kids. Every one of those dollars spent, as a
policy goals are not particularly helpful.
search showing how much of the brain's all-
who have good lobbyists - in this case the
report for the conference from the Presi-
Mrs. Clinton herself noted, quoting a C
important wiring develops in the first few
tax loophole that encourages the closing of
dent's Council of Economic Advisers made
lean poet, "To him, we cannot say tomorr
years after birth, there were two critical
plants and the moving of jobs.
clear, will eventually earn even more dollars
his name is today. We have known ithis
words missing: Rosa DeLauro.
The bill would also take a big step in
from more productive citizens and avoid still
stinctively, even poetically; now we know
The Connecticut congresswoman, a pa-
mandating territory by dropping to 20 work-
more dollars spent to deal with wrecked
scientifically."
tron saint to working families of modest
ers from the current 50 the employer-size
lives.
But she should have added that thank:
means, is blessed by the presence in her
exemption in the Family and Medical Leave
In scandal-crazed, balanced-budget-fixat-
Rosa DeLauro there is a systematic, dec
state of the world-renowned Child Study
Act. All this would do is extend vital, en-
ed Washington, the extent of the progress
tralized way to act on this knowledge.
Center at Yale, where Hillary Rodham hung
abling rights to 13 million more working
already made in recent years is unappreciat-
out 26 years ago when she met a fellow law
women. Before the chorus of business lobby-
ed. Since 1992, for example, Head Start has
Thomas Oliphant is (1 Globe columnist.
THE
Experts Describe
New Research on
Early Learning
White House Panel Stresses
Importance of First 3 Years
By Barbara Vobejda
Washington Post Staff Wnter
A panel of experts at a White House conference
yesterday described compelling new research show-
ing that a child's language, thinking and emotional
health are largely formed before age 3 and argued
that the nation needs to intervene earlier if the lives
of many disadvantaged young children are to be
turned around.
In an unusual conference convening scientists and
The first lady holds up report on child rearing as President Clinton looks on at White House sym
child development specialists from around the coun-
cate circuitry of the brain is wired," according to
Washington and a member of the panel. 521
try. panelists called for high-quality day care, parent-
"Rethinking the Brain." a report by the Families and
portance of early brain development in S.
ing education and expanded health coverage for chil-
Work Institute issued in connection with yesterday's
foundations for language is apparent in bab
dren, much of which is supported by President
conference.
ger than 6 months.
Clinton and first lady Hillary Rodham Clinton.
Not only are most brain synapses-connections
At birth. she said, a child can distinculs
"We know what works," said Hillary Clinton, who
between brain cells-formed before age 3, the re-
the various sounds of all languages.
hosted the all-day affair. "We have to intervene with
port said, "those synapses that have been activated
"This is quite a feat." she said "But
overstressed parents. But we don't have any sys-
many times by virtue of repeated early experience
change to culture-bound specialists
tematic way to do it."
tend to become permanent; the symapses that are
learning one language.
The conference, carried by satellite to nearly 100
not used tend to become eliminated."
She described research showing that
sites across the country. was meant to highlight a
In effect, the research suggests that a child's
babies who at 6 months could distinguish
growing body of research that points to a period of
brain structure is still forming after birth, and that
the sounds of "R" and "L" no longer hear
rapid brain development in children from birth to age
the language they hear, the toys they play with. even
tinction at 12 months. These growing be:
3. Until a few years ago, infants were commonly
the images they see combine to affect the brain's
in ignore the distinctions not necessary
viewed as passive creatures largely unaware and un-
long-term development.
language. she said.
affected by their surroundings. But new research
methods. including brain scans, have allowed scien-
Panelists urged the adoption of several programs
Other studies have shown that. by 201
to help young children, including those that would
babies have learned that language
tists to study the effect of a child's environment on
brain development in the first years of life.
emphasize higher wages and better training for day
prise." When an adult begins speaking in the
care workers, better parenting education, better
in a minute. the baby will begin to 000 re
"The impact of the environment is dramatic and
specific. not merely influencing the general direction
training for pediatricians to help parents, more pre-
Kuhl and others emphasized the impor
natal care and expanded health coverage.
parents and care-givers talking to
of development, but actually affecting how the intri-
Clinton, in opening the conference. cited his sup-
"When we speak." she
port for Head Start programs for younger children
development. Infants are born to learn. Our
and an expanded Family and Medical Leave Act. He
be good developers."
also enlisted the Department of Defense, whose day-
Babies are drawn to "parent-es-
care centers have been cited as models; to enter
voice and vocabulary parents often use with
partnerships that would help improve the quality of
fants, and will choose to pay attention to
private-sector child-care centers.
guage rather than adult conversation.
Celebrated pediatrician T. Berry Brazelton said
That may be because it has "meaning." n:
that 40 percent of the nation's children are not get-
and attentiveness, she said. And for that
ting effective preventive health care and called for
child is not likel: to learn language a the >
universal coverage for children and pregnant won-
from exposure to a radio or television.
cil.
Hillary Clinton said some her best
In calling for policy changes, Brazelton and others
were of reading to Chelsen as .1 yound child
emphasized that these unitiatives must reach chii-
"Reading to her when she was
dren at the earliest stages, while they are still recept
Bill and me." she said. "Be: we had
five to learning. Carla Shatz, professor of neurobiole-
17
years
ago
that
what
the Univer SIV of California at Berkelev, said
turning on the priver i:
the use It or lose it" phenomenon in brain develop-
nections that would
ment has been confirmed by studies of children who
high
a
level
as
the
suffered from cataracts. Even when the cataracts
the
Juldren
FOR MORE INFORMATION
0
were
blind-unhse
the
New Haven Register, Sunday, April 6, 1997 Page B3
Preschool opens window of opportunity
for young children
XCITING new scientific
cational gains. Years later, chil-
E
fees to enroll their own offspring
discoveries about brain de-
dren who participated in the pre-
Nationwide, 76 percent of the chil-
velopment underscore the
school programs were less likely
dren in families with income over
importance of the early years of
than their peers to repeat a grade or
$50,000 are in preschool or center
childhood. We now know that vast
use special education services.
based child care, while fewer than
networks of nerve cells are created
Two states that already offer
half the children from working-
with astonishing speed in a young
public-funded preschool to all low-
class or poor families have any
child's brain.
income 4-year-olds, Washington
early education experience.
When stimulated by sensory ex-
EDWARD ZIGLER
and Kentucky, have conducted
These figures raise the question
perience, these neurons form con-
JULIA DOWNS
regular evaluations of their pro-
of equity: Should young children
nections that support the complex
grams and have found positive cd-
bc denied a valuable educational
development of language skills.
ucational outcomes. Children in
opportunity just because their fam-
motor and visual coordination, and
the state, regardless of income.
Washington showed dramatic im-
ilies can't afford it at a time when
even emotional patterns. Unused
Two legislative leaders from New
provements in language skills,
the nation's No. 1 educational goal
neurons, however. are pruned
Haven are players in this effort:
conceptual abilities and motor
is to make sure all children enter
away forever when the time-limit-
Rep. Cameron Staples, D-96, co-
abilities. The Kentucky partici-
school ready to learn?
cd "window of opportunity" for
chairman of the Education Com-
pants excelled beyond their peers
mittee, will play a decisive role in
A publicly funded preschool
outside influence on brain growth
in expressive communication, so-
program in Connecticut would
closes at about age 8 to 10.
assuring that the state's program
cial skills and familiarity with
The implications for educa-
will be of high quality; and Rep.
books. Here in Connecticut, chil-
help redress the serious inequal-
tional achievement are obvious.
Bill Dyson, D-94, chairman of the
dren in Bridgeport who entered
ities in education received by ra-
Children with richer, more stimu-
Appropriations Committee, will be
kindergarten with some preschool
cially segregated poor children in
lating early childhood experiences
the one to make sure the plan is
experience scored significantly
Hartford, New Haven, Bridgeport
and smaller cities.
and. thus, more highly devel-
ultimately, and adequately, funded.
higher on the fourth-grade mastery
oped brains - will bc better pre-
An investment in preschool will
test than their socioeconomic peers
The best plan would be univer-
pared to learn in school. And we
be money well spent. Just a year
who had no preschool. according
sal preschool open to all children
all have a stake in education: Chil-
ago, the Packard Foundation pub-
to a report published by the Graus-
regardless of family income. It
dren who do well in school are
lished a comprehensive review of
tein Memorial Fund.
should begin at age 3 and offer
more likely to become productive
decades of excellent research on
There is no shortage of evi-
extended hours matching the type-
members of society.
the long-term outcomes of early
dence that preschool education is
cal workday of parents. The addi-
Fortunately, the General As-
childhood programs. The Packard
beneficial to children.
tional "child care hours" could be
sembly is moving on a plan to
report finds overwhelming cvi-
Middle-class parents have long
financed through parent fees as-
make a good carly education avail-
dence that large public programs,
recognized the value of nursery
sessed on a sliding scale adjusted
able to every 3- and 4-year-old in
including Head Start, result in edu-
school and have willingly paid the
for income.
Children with richer, more stimulating
early childhood experiences - and, thus,
more highly developed brains - will be
better prepared to learn in school.
At present, child care in Con-
and delinquency in participating
necticut is so poor that it compro-
children, according to research
mises school readiness: Only 24
cited in the Packard Foundation
percent of the child care centers in
report.
the state provide good quality care.
Thus, 30 years of studies pro-
In contrast, child care developed
vide evidence that preschool edu-
under a new statewide preschool
cation is not only related to better
policy should be designed to fol-
school performance, but also to a
low the highest standards of
better society for us all.
practice.
With the leadership of Staples
and Dyson, Connecticut has a
A good model already exists in
good chance to reap the long-term
the 30 Family Resource Centers
rewards of a timely investment in
operating throughout the state,
the critical developmental years of
where full-day developmental
early childhood.
child care for preschoolers age 3 to
5 - plus other services to families
Edward Zieler is Sterling Professor of
- are offered through the public
Psychology and director of the Bush
schools. Comprehensive early
Center in Child Development and So-
cial Policy at Yale University He is
childhood programs similar to
one of the founders of the national
Connecticut's Family Resource
Head Start program. Julia Dawns is
Centers do more than enhance a
assistant director of the Bush Center.
child's readiness for school, they
Readers may write them at the center,
actually prevent future criminality
310 Prospect St., New Haven 06511.
H.R. 988 -- THE CHILD CARE AVAILABILITY INCENTIVE ACT
Representative Deborah Pryce (R-OH)
Representative Tim Roemer (D-IN)
The Problem:
The increase in single parent households, working mothers, and dual income
families has seen a dramatic rise in the need for quality, affordable child care.
Access to child care is a problem for many due to prohibitive costs, lack of
availability, and inconvenience.
The Solution:
This legislation increases the availability of child care by encouraging
businesses to provide child care services to their employees.
The bill provides businesses a tax credit equal to 50 percent of the expenses
paid or incurred, including depreciation allowances, to provide on-site or site-
adjacent dependent care services.
The child care must meet state and local requirements and be offered to
employees on a non-discriminatory basis.
Access to affordable child care at the work site allows parents to work and
spend more time with their children. Employer involvement in child care often
results in higher quality.
Employers receive a credit for providing a significant employee benefit
which results in increased worker productivity and decreased absenteeism.
The bill promotes family-friendly policies and addresses an urgent societal
need.
The Cost:
While the bill would decrease tax revenues, federal subsidies for child care
are expected to decrease in the long term. In addition, studies have shown that
employers who provide on-site day care experience higher productivity in the
workplace as absenteeism decreases and workers are better able to concentrate
on their jobs.
A cost estimate was provided by Joint Committee on Taxation during the
104th Congress. According to JCT, the bill will cost $841 million over five
years. Currently, Rep. Pryce and Rep. Roemer are looking for an offset.
CONTACT: Lori Teets -- X5-2015, Pete Spiro -- X5-3915
Updated 7/10/97
COSPONSORS OF
H.R. 988 -- THE CHILD CARE AVAILABILITY INCENTIVE ACT
SPONSORED BY REPRESENTATIVE DEBORAH PRYCE (R-OH)
1. Tim Roemer (IN)
30. John McHugh (NY)
2. Susan Molinari (NY)
31. Thomas Foglietta (PA)
3. Martin Frost (TX)
32. Pat Danner (MO)
4. Kay Granger (TX)
33. Robert Menendez (NJ)
5. Zoe Lofgren (CA)
34. Peter Deutsch (FL)
6. Gerald Solomon (NY)
35. Gary Ackerman (NY)
7. David Bonior (MI)
36. Lynn Woolsey (CA)
8. Tom Latham (IA)
37. John Conyers (MI)
9. Carolyn Maloney (NY)
38. Luis Gutierrez (IL)
10. Tillie Fowler (FL)
39. Maurice Hinchey (NY)
11. Eni Faleomavaega (AS)
40. Eliot Engel (NY)
12. James Greenwood (PA)
41. Donald Payne (NJ)
13. Robert Underwood (GU)
42. Louise Slaughter (NY)
14. Jim Walsh (NY)
43. Sue Myrick (NC)
15. Elijah Cummings (MD)
16. Peter King (NY)
17. Jim Moran (VA)
18. Christopher Shays (CT)
19. Bob Filner (CA)
20. Scott Klug (WI)
21. Shiela Jackson-Lee (TX)
22. Matthew Martinez (CA)
23. Jerry Nadler (NY)
24. Joe Knollenberg (MI)
25. Chaka Fattah (NJ)
26. Lynn Rivers (MI)
27. Doug Bereuter (NE)
28. Lane Evans (IL)
29. Eva Clayton (NC)
FOR RELEASE UPON DELIVERY
STATEMENT OF
PETER S. JENSEN, M.D.
NATIONAL INSTITUTE OF MENTAL HEALTH
NATIONAL INSTITUTES OF HEALTH
DEPARTMENT OF HEALTH AND HUMAN SERVICES
BEFORE THE
CONGRESSIONAL CAUCUS FOR WOMEN'S ISSUES
UNITED STATES CONGRESS
JULY 10, 1997
Congressional Testimony, Peter S. Jensen, M.D., July 10, 1997
Page 1
Thank you, Madam Chairwoman, and other members of this distinguished Caucus. I am pleased to
participate in this hearing on behalf of the National Institute of Mental Health (NIMH) and the
Department of Health and Human Services. I send the greetings and regrets of Dr. Steven Hyman,
Director of the National Institute of Mental Health. He very much wanted to be here today to testify
before the Women's Caucus, but was unable to reschedule his family's long-standing vacation plans
abroad. If you please, as a part of my testimony, I would like to submit additional materials for the
record on behalf of Dr. Hyman.
I am a pediatric psychiatrist and am Chief of the Child and Adolescent Disorders Research Branch at
NIMH, within the National Institutes of Health. In my testimony I am drawing upon ongoing and
recently completed research conducted by NIH scientists focused on the mental health and
development of young children, early brain-behavior relationships, and related research on
developmental disorders.
Never before in the history of NIMH or NIH has research on the first three years of life been more
exciting, more charged with opportunity, and in fact, more fruitful in terms of recent progress than
today. My enthusiasm is fired by the development of 1) new methods and models that allow us to
understand the developing brain, and how it is molded by environmental experiences, and 2) the
emergence of scientific findings with relevance for parents, teachers, child care workers, clinicians,
and policy makers. If you will allow me, I would like to briefly outline these two areas of progress.
New Models for Understanding Human Development and Behavior.
First, our older models of viewing human development, including brain development, have been
replaced with newer, more complete understanding. Formerly -- in fact for centuries --, scientists
and theorists were guided by the notion that in order to understand human learning, emotion and
behavior, they should and could tease apart fully the impacts of nature versus nurture, biology versus
psychology, or more recently, genes versus environments.
Yet we have now established beyond reasonable doubt that such dichotomies are misleading, much
like debating whether air or water is more important for human life, or in geometry, whether a
rectangle's height or width is more important in determining its total area. As one of our scientists
recently put it, "nurture has a nature, and nature is nurtured". Our emerging understanding that the
environment and, in fact, even our thoughts themselves can modify the structure of our brains has
supplanted the old notion of nature versus nurture. Today we know that these two components
inseparably shape the child's unique outcomes during the course of growth and development.
To illustrate: in a young infant's developing eyesight, significant parts of brain development take
place after birth. For the eyes and the visual system of the brain to get "wired" together correctly,
the young infant must receive the stimulation that occurs as part and parcel of the young infant's
daily visual experiences. The newborn with an undetected cataract, if not fixed within the first year,
risks losing permanently the development of normal vision in that eye - so-called "cortical blindness"
-, even though the genes were normal and the necessary brain connections were intact at birth. But
for normal visual development to occur, and for the visual system to come fully "on line" as the child
grows, appropriate environmental stimulation is needed at specific periods.
Congressional Testimony, Peter S. Jensen, M.D., July 10, 1997
Page 2
And this is true not just for vision ample evidence now indicates that other neural systems are
similarly developmentally regulated. that is, they are malleable and sensitive to a range of
environment inputs, more so early on, than during later stages of development. Characteristics such
as binocular vision, hearing discrimination, speech and language acquisition, social awareness, and
even so-called "intelligence," or IQ, appear to be malleable, particularly during the child's youngest
years. The mature form of these systems depends upon the layering of environmental experiences
simultaneously with the progressive unfolding of the genetic endowment. And remarkably, even
which of the body's estimated 100,000 genes are active and functioning within a given brain cell, at
any given point in time, depends on the environmental influences impacting upon that cell, as well 35
that cell's previous history of genetic and environmental influences. By "environmental influences," 1
mean both the immediately surrounding environment, such as the activity of other nerve cells in the
vicinity, presence of hormones, foreign chemicals, or toxins, as well as influences arising from the
child's larger environmental contexts of nurture and stimulation.
This malleability or sensitivity of the nervous system to external influences is called "neural
plasticity." Obviously, such plasticity is ideal for enabling each child's developing brain to adapt
itself to the demands of his/her unique environment. But plasticity is a "two-edged sword." Just as
with vision, in the event that the necessary types and amounts of environmental inputs that the brain
is "expecting" at certain periods are not received, brain system development can be hampered or
even "derailed", with potential long-term consequences. Further, if environmental experiences are
injurious or traumatic, a chemical cascade of events can unfold with detrimental consequences to
individual nerve cells, cell assemblies, and risk to the young child to develop disorders of thinking,
feeling, and behaving.
Two caveats, however: First, while the environment plays a critical role in development, only rarely
does it affect the actual DNA (i.e., cause a mutation) or the genes passed on to the next generation.
Second, as with environments, genes can be both facilitative and detrimental to healthy development,
but specific outcomes depend on other factors - environmental influences - acting in concert with
those genes. For example, it is now well-accepted that a person's genetic endowment may convey
susceptibilities to particular illnesses and developmental disturbances, but usually with required
"second hits" from the environment. These points are outlined in detail in the comments submitted
by Dr. Hyman.
Relevance for Researchers, Policy Makers, and the Public
What are the implications of these new models and new knowledge for NIMH and NIH research?
NIMH is devoting additional research resources on this period of life, both to understand how
healthy developmental patterns are established, as well as to ascertain which specific environmental
factors portend risk for development of mental disorder. For example, what are the most effective
environments for healthy development? How much stimulation might be too much, and may actually
prove to be harmful, for certain children? To address such questions, we are focusing our efforts to
determine more precisely the nature, intensity, and duration of necessary stimulation for optimal
brain development in the hope of determining how these factors interact with susceptibility genes.
And along with this, we are accelerating our search for genes that convey susceptibility to
developmental disturbances in learning, behavior, and emotion, i.e., learning disabilities, attention-
deficit hyperactivity disorder (ADHD). depression, and autism.
Congressional Testimony, Peter S. Jensen, M.D., July 10, 1997
Page 3
With an eye on more immediate pay-offs, we are also accelerating efforts to determine which
interventions can increase children's school readiness and success, and decrease vulnerable children's
risk for subsequent disorder. For example, given the importance of children's early environments,
including intellectual and social stimulation, and, conversely, the detrimental effects of various forms
of deprivation and lack of opportunity, NIMH and the Administration for Children, Youth, and
Families (ACYF) are working together to develop multi-site studies in partnership with Head Start
programs and leading universities. This effort is expected to yield findings with the potential to
enhance Head Start program design and to yield eventual mental health benefits to many children at
risk for developmental disturbances and mental disorders.
Research findings concerning the impact of environmental factors on young children's development,
plus evidence suggesting that young children's mental health needs are identified only a small
proportion of the time, poses difficult questions for policy makers and the public. What kinds of
screening programs should be instituted to identify children in need? What educational efforts are
needed to assist teachers, child development workers, and even primary care providers to identify
children at risk, without the accompanying fear that "labels" will unnecessarily stigmatize a child?
What kinds of additional resources should be put in place to assist these children and families, and
how might they be financed? Failing to identify children in need due to lack of evaluation and
treatment resources becomes a self-perpetuating problem: when only few children are identified,
policy, educational, and health care planners may not devote sufficient resources to meet the
underlying, unspoken needs. The results of such inattention may be far more costly for society later
as these children grow older, experience difficulties entering the workforce, and confront their own
problems in providing optimal environments for the next generation of children.
Fortunately, effective interventions are increasingly at hand. For example, interventions with familier
at risk to teach parenting strategies have been shown to reduce young children's oppositional and
disruptive behaviors, as well as to enhance children's peer relations. Environmental interventions are
now quite well-established with autism, other interventions have been shown to reduce depression in
young children, and great strides have been made with severe disorders such as ADHD. To increase
the generalizability of these research findings across various communities, NIMH is increasing its
support of treatment and preventive intervention strategies for high risk children and their families.
Given our increased understanding of brain development and awareness of the remarkable interplay
between young children's environments and the progressive unfolding of their genetic endowments
within "critical" or "sensitive" periods, we now have greater understanding regarding how our
prevention and/or remediation strategies for children at risk can be accomplished, including
facilitating the establishment of compensatory or alternative neural circuits and/or the development
of more adaptive behavioral responses to environmental events. Indeeu, just this year NIMH studies
of neural plasticity and brain development have directly led to theory-driven, neural-circuit-specific
remediations for groups of children with developmental disorders previously thought intractable
Just as healthy development may be mediated by healthy environments under most circumstances,
healthy development in at-risk children may be accomplished by various environmental enrichment
and remediation strategies, once we understand the neural circuitry involved and the type of
intervention required.
10:3014432576
PAGE 6/6
Congressional Testimony, Peter S. Jensen, M.D., July 10, 1997
Page 4
I cannot close without noting that while I am excited by the current opportunities, the pace of
research progress is still too slow, and the research needs will always outstrip our ability to address
them. For example, much evidence suggests that the frequency of mental health conditions affecting
children is on the rise. Depression in young children, rarely identified in previous years, is now more
common. Further, children bom today are more at risk for the development of depression than those
born in previous decades, and when they do develop it, it strikes them at a younger age than those
born in earlier years. While we have research underway to address this and other complex questions,
the answers do not yet appear in sight. This gives us plenty to do, but also bodes ill for the current
and future suffering of our families, friends and communities. Given the impact of stigma on public
recognition of such problems in young children, we are very appreciative of this Caucus' interest in
these issues and this opportunity to testify.
CHOLOGY 200 4327147
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Congress of the United States
U.S. House of Representatives
Congressional Caucus for Women's Issues Hearing
July 10, 1997
Testimony of Edward Zigler, Yale University
Thank you, Madam Chairperson, for giving me the opportunity to speak before this
committee on how new discoveries about brain development should impact national policy. I am
Sterling Professor of Psychology at Yale University and director of the Bush Center in Child
Development and Social Policy. I have studied the growth and development of children for over
40 years. In the 1970's, I was named first director of what is now the Administration for
Children, Youth and Families and was the federal official responsible for administering our
nation's Head Start program.
The brain research you have heard about today is indeed exciting: it tells us that an
infant's brain grows rapidly in the first weeks and months of life more rapidly than previously
suspected - and that the early experiences of the growing child play a determining role in the
basic "wiring" of the brain for life. For example, a baby who is talked to often and sensitively will
develop a greater capacity for the complex use of language than will babies who receive little
verbal stimulation or whose attempts at vocalization are ignored. Thanks to the new research, we
can't just attribute these differences to genetics, or "nature." Nurture plays a powerful role,
starkly visible in MRI images of the developing brain: unstimulated, unused neural pathways are
literally pruned away forever beginning at about the age of two; only the neural connections that
have been used remain.
203 4327147
3
establish the rhythms of life, to reach a level of sensitive attunement and to become securely
attached.
Secondly, the problem of child care in America should be seriously addressed. Excellent
child care exists for infants and toddlers, but it is the exception, not the rule. Most families are
not able to find out-of-home care that is both affordable and good for their children. In a recent
study of child care centers in four states, 40% of the infant and toddler rooms were observed to
be unstimulating and, even worse, to actually put children's health and safety at risk. Only one
infant/toddler room in 12 provided developmentally beneficial care. The news is no better for
family day care homes, where many young children spend long hours. Only 12% of all regulated
family day care is good for children, as is 3% of non-regulated care and 1% of out-of-home care
provided by relatives. The rest is mediocre or inadequate, These grim statistics mean that the
majority of caregivers are not engaging children in the kind of conversation and other activities
that enhance growth and development.
One important step toward improving child care would be to set reasonable national
standards for child care quality, to be used as guidelines by the states. Currently, standards for
child care practice vary widely from state to state. A recent analysis of state regulations for
center-based infant and toddler care found that no states have regulations that require good child
care practice, and only 17 states can be characterized as minimally acceptable. The rest are rated
as poor or very poor. As individual states respond to an increased demand for subsidized child
care under welfare reform, many are looking for ways to relax or circumvent their own standards
for regulated care in an attempt to pay less than what they know good care costs. This treud is
harmful to children and should be resisted. In addition to insisting on decent standards for child
MICHOLOGY
203
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4
care quality, we should also find ways to improve the training of child care workers and to also
improve their abysmally low salaries.
My final recommendation is to support the expansion of parent education programs such
as Parents as Teachers, which provide home visits and timely information about child
development to parents of children from birth to age 3. These programs are voluntary and very
popular with parents in states, like Missouri, where they are offered through the public schools.
On a positive note, we should be aware that our nation's relatively new Early Head Start program
is totally consonant with the new research on brain development. I was delighted to hear at the
White House a month ago that the Clinton Administration is planning to expand this program by
100 sites.
STATE
E NORTH GREAT CAROLINA THE
E
YOU
North Carolina Department of Human Resources
Division of Child Development
319 Chapanoke Road
P.O. Box 29553
Raleigh, NC 27626-0553
Telephone Number: (919) 662-4499
Fax: (919) 662-4570
Courier Number 56-20-17
James B. Hunt Jr, Governor
Stephanie D. Faniul. Director
H. David Bruton, M.D., Secretary
Peggy M. Ball, De.,
frector
July 10, 1997
Thank you for the opportunity to speak this morning on behalf of North
Carolina's Governor, Jim Hunt. I am honored to share with you some of the
successes and challenges we have encountered as we work to provide the
best possible future for our youngest children.
My goal this morning is to provide you with some history, a sense of the
structure of our effort, and share the enormous progress we have
experienced. Today in North Carolina, there is great hope, and a great sense
of pride in everyone working together to make a brighter future for our
state's children.
Our success story begins with the vision of a strong, committed Governor
who made children his top priority. Governor Hunt has long been an
"education Governor" who has equipped our state with the tools to make
sure each and every child gets the education deserved. In his first term, he
implemented full day kindergarten statewide, he put teacher assistants in the
public schools and today he is leading the effort to put in place professional
teaching standards. For 20 years, Governor Hunt has worked to improve
education. Just last month, he signed into law North Carolina's most
comprehensive education improvement act entitled "the Excellent School
Act." But good public schools are just half the battle. Governor Hunt will
tell you that he can't make NC's schools strong enough to adequately
prepare our future workforce if children birth through five don't get quality
development before they come to school.
DCD/ fanjul/ 7/9/97
1
In 1993 when the Governor was running for his third term, his primary goal
was to ensure that every child in NC came to school healthy and ready to
succeed. He knew that we had a lot of work to do to get there and that the
diverse needs of our communities would require multiple strategies to reach
the goal. It was from this need and this understanding that Smart Start was
born. And, it is from the efforts of private corporations, public officials,
volunteers, non-profits and strong leadership that Smart Start lives.
Smart Start is North Carolina's comprehensive approach to early childhood
development. The structure consists of a state level non-profit organization,
the North Carolina Partnership for Children, and local level non-profit
organizations that direct the activities of their communities' efforts. The
funding comes from state dollars that are appropriated by the legislature to
my agency, the NC Division of Child Development, which provides state
level accountability and technical assistance.
What this means is that each local partnership examines it's needs and
designs solutions that will help us meet the Governor's goal that all children
in NC come to school healthy and ready to succeed. By design the
membership of the local partnership is diverse and includes parents, public
agency leaders, county commissioners, schools, day care, Head Start, non-
profit organizations, the faith community and business leaders. These
people know their communities and the families that live there, they know
what will work and what won't, and they know what funding can be
leveraged to create better solutions.
Today in North Carolina 42 counties have Smart Start. And with the
support of the NC General Assembly this year, the appropriations will allow
us to expand to all 100 counties. And by the year 2000, we hope to have
Smart Start fully functional and fully funded in every county. The total
estimated annual allocation for full funding is $325 million. An outstanding
commitment to the young children of North Carolina.
Already, the results of this locally driven effort have been evident. In
aggregate the numbers speak for themselves:
More than 37,000 children have received child care subsidies so their
parents can work.
DCD/ fanjul/ 7/9/97
2
More than 32,000 spaces in child care programs have been created.
More than 65,000 children have child care teachers with higher
educational credentials.
More than 87,000 children have received early intervention and
preventive health screenings.
The overall quality of child care has improved in each participating
Smart Start counties.
Individual counties have experienced equally impressive results:
In Ashe County, 58 of the 69 child care teachers in the county have
increased their education through the TEACH early childhood project.
In Orange County, 182 child care teachers and directors received salary
supplements. As a result, there was a 22% decrease in the teacher
turnover rate in that county.
In Person County, an assessment of children who were not promoted
from kindergarten revealed that none of them had been involved in
Smart Start activities.
In Burke County, a public dental health clinic was established for the
30% of the kindergartners who needed dental treatments. More than 200
children have been treated so far.
While Smart Start was the impetus for these changes, there are other efforts
that have accelerated the progress we are seeing for our youngest children.
Two of the most significant are the TEACH early childhood project and the
reform of our subsidized child care system.
The TEACH early childhood project is a statewide program designed to
provide educational scholarship opportunities for child care teachers. This
project establishes an agreement between the teacher, the child care
program and the agency. Together they agree that the teacher will receive
scholarship assistance and time off in exchange for increased compensation
when the educational component is successfully completed. Over 4,339
teachers since 1993 have participated in the project at a per teacher cost of
less than $550 per year. All 100 of our counties participate at an annual
recurring allocation from the legislature of $1,400,000.
DCD/ fanjul/ 7/9/97
3
Because of Smart Start, North Carolina is well prepared for welfare reform
and the additional child care needed to support parents who are going to
work. The Governor and the legislature have been far sighted in their
thinking about the need for funding for child care subsidies. For several
years we have blended our funding streams to maximize revenue and
flexibility. Most recently, there have been major changes in the way we
administer subsidies and we have expanded the eligibility of families who
could receive child care subsidies up to 214% of the federal poverty level.
We are also in the process of reforming the child care regulatory law in
order to better meet the needs of families and providers. All of these
changes combine to give our children a better chance at the future.
It is a hopeful time for children in North Carolina. We have a great leader
who has challenged us to take responsibility for all of our children and
given us the tools we need to do the job well.
We hope our efforts in North Carolina will help everyone understand what
we can accomplish for the children of our nation -- when we all work
together.
Stephanie Fanjul
DCD/ fanjul/ 7/9/97
4