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[Issues Related to Children] October White House Child Care Conference [4]
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MEMORANDUM TO JEN KLEIN
DATE:
June 6, 1997
FROM:
Abby Hendel
RE:
Comments on "Report of the White House Conference on Early Childhood
Development and Learning."
MAJOR GENERAL CONCERNS:
1)
Cut first paragraph. Instead, open with language about the importance of children for the
future of our nation and Clinton Administration's investment in the future. Therefore had
conference
2)
There are too many pronouns used in many of the sentences. It is often difficult to
distinguish which "they" or "them" is being referred to.
3)
Must explain all acronyms (i.e. WIC) and programs mentioned like Head Start.
4)
Make it more reader friendly. The average mother picking this up in the doctor's office
does not have the time or the patience to read an entire report. There should be a sidebar
with bullets to allow the parent to quickly glance at the important findings of the
conference and the ways that he or she can improve the early development of their
child. The sidebar could be entitled, "What you as a Parent can do..." and should include
such tips as "small talk," reading, and forming relationships.
5)
Key points should also be bolded throughout the report, or headings should be more
reflective of the main message.
6)
In many paragraphs the message is lost in the middle of the paragraph amongst flowery
language and facts from different studies. The main information should be stated up-
front and then supported. Again, the people who need this information the most probably
do not have the time to read the entire report.
7)
As we discussed, Chapter III does not stand on its own as a chapter and should, I think,
be incorporated into Chapter II. Outline of how to merge the chapters:
1. Children differ from adults. Therefore, adults must be able to "imagine everyday events
as a baby or toddler might experience them." By doing this, parents will realize how
much their child really needs their involvement and guidance and how crucial parents
role is early in development. The parents are the most important people in the child's
life.
2. This responsibility begins with prenatal care.
3. .Brain development continues at a startling rate and this is "prime time." Parents should
"small talk," read...
4. Parents should not worry though because they do not have to be perfect. They should
just play with the child and form relationships and "secure attachments."
5.Not just the parents responsibility.
6. Clearly we need to do more research but we do know enough to make a difference.
8)
Focus more on other people's role in child rearing, not just the parent's role.
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"HOW ARE THE CHILDREN?"
REPORT OF
THE WHITE HOUSE CONFERENCE
ON EARLY CHILD DEVELOPMENT AND LEARNING
In many African cultures, when acquaintances meet on the road or at the market,
they don't greet each other with: "Hello, how are you?" Instead they ask:
"Hello, how are the children?"
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"HOW ARE THE CHILDREN?"
REPORT OF
THE WHITE HOUSE CONFERENCE
ON EARLY CHILD DEVELOPMENT AND LEARNING
FOREWORD
ACKNOWLEDGEMENTS
MILESTONES
I. THE WHITE HOUSE CONFERENCE
II. WHAT WE Know ABOUT YOUNG CHILDREN
Children differ from adults
Prenatal care must begin early
After birth, brain development proceeds at a startling rate
"Small talk" has big consequences
Prevention is crucial
We need to know more
III. WHAT YOUNG CHILDREN KNOW ABOUT Us
The child's point of view
Parents are the most important people in their world
Children know that we are up to the job
Other caregivers can meet their needs-but don't take the place of mom or dad
Children know that they have to be patient with us
IV. WE KNOW WHAT WORKS
Research points to effective strategies
Preventive, family-oriented health care works
Family support and parent education work-especially when there is follow-up..
High quality child care and education work
A comprehensive approach works
V. BUILDING ON SUCCESS
What parents and families can do
What community organizations and agencies can do
What educational leaders can do
What business leaders can do
What the media can do
What government can do
VI. How ARE THE CHILDREN?
NOTES
BIBLIOGRAPHY
SELECTED RESOURCES
LIST OF SATELLITE SITES
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I. THE WHITE HOUSE CONFERENCE
Nature's gifts are awesome-spacious skies, majestic mountains, fruited plains we have all
sung their praises. Today, tireless researchers and innovative technologies are giving us glimpses
of smaller miracles that are just as inspiring. Scientists are studying the minute mechanisms that
make life possible, and in the process they are illuminating early brain development-a
phenomenon of such elegance, complexity, and precision that it surely ranks as one of the world's
great wonders.
Across the nation, nearly four million babies are born each year. Each enters the world
with immense promise. Each arrives with billions of brain cells just waiting to have their power
unlocked. But for the most part, these cells are not yet connected into the networks that make it
possible to think and speak, to reason and learn. For these connections to form and proliferate,
cells need a crucial ingredient-experience in the world. Once they have it, from the very first
days of life, they connect at an astonishing pace. Young brains forge more than enough
connections in the first three years of life; as children move toward adulthood, these connections
are pruned and fine-tuned. This is good news for us humans. It means that our newborns'
capacities-their unique ways of thinking, knowing, and acting-develop in the world, under the
sway of the adults who love them and nurture them.
To be sure, newborns arrive with different temperaments, strengths, and needs. They are
born into widely different circumstances and cultures, Joining families that have different structures
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and sizes, hold different beliefs, and bring 10 childrearing different assumptions and preferences.
They may be raised by mothers and fathers, by adoptive or foster parents, by single parents, or by
a grandparent or other relative. All of these parents pass on to children their knowledge, their
heritage, their language, and their values.
Therryoue
Some children are born with disabilities that may or may not improve over time, given
today's knowledge and methods. Some girls and boys grow into hearty children and able learners
despite circumstances that overwhelm other young people in their communities. Heredity certainly
plays a role, and geneticists are learning more each day about how development unfolds. But as
each child grows and matures, early experience exerts a powerful force, sculpting the genetic
"clay." Indeed, early experience and early care play a far more crucial role in brain development
than scientists previously realized.
A growing body of research now confirms that parents play a decisive role in shaping the
future of their daughters and sons, and of our nation as a whole. That is why young children and
their parents deserve our nation's unwavering attention and support. And that is why President
Clinton is leading a nationwide effort to focus attention on the importance of the first years of life.
In taking this stand, President Clinton is building on a longstanding commitment to
children that has brought about many victories for the youngest Americans and their families. Over
the last five years the President has fought for and won the Family and Medical Leave Act that has
enabled 12 million Americans to take time off from work w care for new babies or to meet other
urgent family needs covered by that law. He has supported and expanded Head Start and created
Early Head Start serving disadvantaged children aged three and younger. He has won the largest
funding increase for education in three decades, and has extended health coverage to millions of
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uninsured children. And he has committed his Administration to supporting and disseminating
research showing how infants and toddlers develop and learn and how Americans, beginning with
parents, can harness these findings to help all of our children fulfill their promise.
"This unique conference is a part of our constant effort to give our children the
opportunity to make the most of their God-given potential and to help their parents lead the
way, and to remind everyone in America that this must always be part of the public's
business because we all have a common interest in our children's future." President Bill
Clinton
On April 17, 1997, President Clinton convened the White House Conference on Early
Child Development and Learning: What New Research on the Brain Tells Us About Our Youngest
Children.. [SIDEBAR: CONFERENCE PROGRAM] The Conference brought together
brain scientists as well as specialists in child development, early care and education, and family
support. Speakers included not only scientists, but also a former first-grade teacher who founded
an organization that has changed the lives of thousands of low-income children; a parent whose
experiences in an early childhood PTA gave her new confidence and competence as she raised her
young son; a police chief who has brought community policing to his city; a Hollywood director
and producer who is using his craft to raise public awareness of the importance of the early years;
and a CEO who is determined to put on kitchen tables all over the nation information about
concrete steps that families can take to enhance their children's development.
Guests at the Conference represented decades of research and experience, and much of the
nation's best thinking on how to strengthen early childhood development and learning. At scores
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of satellite sites all over the nation, thousands of other participants listened to the panelists and held
their own discussions Many responded with ideas and questioned addressed to the President and
First Lady, and their concerns are reflected throughout this report. [SIDEBAR: LETTERS TO
PRESIDENT & MRS. CLINTON).
There is a wide gap between scientific research and public knowledge, between
what is known about early development and what we do about that knowledge.
Today's meeting is a major step toward filling that dangerous gap. Dr. David
Hamburg
By convening the Conference and reporting to the public on its results, the President has
sought to assemble knowledge and resources that Americans can draw upon as they sort out what
the new research means for them and their children. There was some concern about how to
cawk
Perhups Boll tey ponts
highlight research on the extent of parents' influence and responsibility without burdening them.
But in fact, the main lesson that emerged from the Conference is that parenthood is the art of the
possible. Babies don't need "super parents" in order to thrive. neel Scientists report that the people
who care for children have a greater impact on early brain development than they previously knew.
But they also say that ordinary, everyday interactions with infants and toddlers-the baby talk and
songs and games that are so easy and enjoyable-are exactly what young children need.
"I hope this conference will get across the revolutionary idea that the activities that are the
easiest, cheapest and most fun to do with your child are also the best for his or her
devclopment-singing, playing games, reading, storytelling, just talking and listening.*
Hillary Rodham Clinton
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And while the carly years offer special opportunities, parents, caregivers, and teachers have
countless chances, over many years, to influence children's development and learning. The brain
is the last organ in the body to mature, and its development takes a lifetime. It is never too late to
help a child-or an adult-leam.
By the same token, it is never too early-and that is why the President has fought for and
won legislation to strengthen and expand prenatal and post-partum care for mothers and their
babies. These efforts-and many others aimed at supporting young children and their
families-have won public and Congressional support because so many Americans are now
convinced that as a nation, we are relying too much on remediation, and too little on prevention. If
we want all of our children to reach their God-given potential, it makes good sense to begin at the
beginning.
That means harnessing all of the knowledge and research available to us about how young
children develop and learn.
The President is committed to meeting this challenge for a very
important reason: children are our future. Ensuring that their familics and communities have the
information and resources they need to give them the best possible start in life is simply the right
call be one of
thing to do. It is also clearly in the national interest. What could be more crucial to the nation's
continued vitality than our children's well-bcing? Assuring their healthy development and learning
must always be part of the public's business.
This is the most important issue facing the future of our country. Governor Bub Miller
Parents and child advocates have led the way. But today, decision makers in many arenas
are beginning-at some political risk-to address issues that have often been viewed as the
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exclusive concern of women and dropped to the bottom of the national agenda. Thanks in part to a
new awareness of how children's brains develop, policy makers are turning their attention, for
stretches of time, from the floors of the House and Senate to the floors of living rooms and child
this to-ecolier
care centers all over America where babies and toddlers play and babble and learn. To a greater
extent than has ever been acknowledged, those are the floors where our nation's future is being
determined.
Bad metaphor;
Sitting on those floors with the children are their parents-and the caregivers to whom they
are entrusted while their parents work. The kinds of connections created over time between these
adults and children affect the kinds of connections that form in young brains. Government has the
responsibility to bring this knowledge to public attention, but government cannot and should not
tell families how to rear their children-and in any case, there is no single "right" approach. There
are many ways to raise happy, healthy, capable children. The White House Conference provided a
last Claf nto
map, suggesting many possible pathways toward that destination. It shared success stories. And it
reassured parents that they need not make the journey alone. All sectors of our society can
Thisshould be
contribute to children's healthy development. At the end of the day, we are all accountable for their
well-being. We must all answer to the children.
Better stat of bood dear of
prents interaction will child.
The to brown development,
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П. WHAT WE KNOW ABOUT YOUNG CHILDREN
CHILDREN DIFFER FROM ADULTS
It is natural to think of babies as ourselves in miniature-adults on a smaller scale. But the more
we discover about young brains, the more clear it becomes that young children differ from adults
in important ways. They have unique ways of developing, learning, and responding to the world
around them. By taking these differences fully into account, parents and professionals can do a
better job meeting young children's needs.
The baby's brain is not just a miniature version of an adult brain. It is a dynamic
evolving structure that requires its own function to wire itself
Dr. Carla
Shatz
At birth, children's brains are in a surprisingly unfinished state. Newborns have all of the
genetic coding required to guide their brain development. What's more, they have nearly all of the
billions of brain cells, or neurons, they will need for a lifetime of thinking, communicating, and
learning. But these neurons are not yet linked up into the networks needed for complex
functioning. It is like having billions of telephones installed around the nation, but not yet
connected to each other. [SIDEBAR: PHONING HOME]
The extreme immaturity of the newborn's brain is uniquely human. We tend to take it for
granted, but not every species gives birth to such undeveloped infants. At birth, the human brain
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is only a quarter of its adult weight; the newborns of other primates are already 40 or 50 percent of
their adult weight. The young of other species are rarely as helpless as newborn humans; nor do
they take as long to move toward independence.
This may sound worrisome, but in fact, our initial immaturity gives humans a powerful
evolutionary edge. Monkeys and minks and mice are quite limited in terms of the kinds of settings
in which they can survive. We humans have found ways to adapt to almost any habitat on earth.
Why? In large part, because so much of our brain development takes place in the world-in
contact with our environment. That crucial fact means that experience plays a far greater role in the
wiring of our brains. Our developing nervous systems can be significantly altered and fine-tuned
by experience. This makes humans uniquely flexible and adaptable. It also allows us to have far
greater individuality than other species.¹ Different people's brains-even those of identical
twins-will be wired very differently, based on their responses to different input.
The key point is that the preponderance of human brain development takes place in the
world, as babies respond to the people who protect and nurture them, the homes that are created
for them, and the communities and conditions that surround them. If babies' brains were
completely hard-wired-if all of the circuitry were pre-programmed-this wouldn't be possible.
PRENATAL CARE MUST BEGIN EARLY
A young child's brain is a work in progress, and scientists are now able to watch it unfold.
Thanks to new, computer-based imaging technologies, such as ultrasound, MRI, and PET scans,
they can now see the brain's structures in greater detail than ever before. They can get a glimpse of
how the brain responds to different kinds of experience and how it uses energy. They can see how
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the brain looks and functions at different stages of development including in the months before
birth.
The prenatal period is an important time of brain development. Crucial steps in carly brain
development take place very early in pregnancy, before many women know that they are
expecting. For example, within weeks of conception, cells that are destined to become neurons
have to find their way to the correct position in the part of the brain most responsible for reasoning
and learning. For brain development to proceed normally, each cell has to makes its journey at the
right time, in the right order. Nature has powerful mechanisms to guide the process-including a
great deal of genetic coding, and expectant parents can rest assured that in the vast majority of
cases, development proceeds just as it should. But even in the womb, the brain is vulnerable to
environmental influences. When pregnant women have inadequate nourishment, when they
smoke, drink, or take drugs, or when they are exposed to toxic substances, their babics' brain
development may be jeopardized. Research also suggests that when they suffer abuse, or extreme
stress, or severe depression, their babies may be affected.
For all of these reasons-and many others-it is very important for expectant mothers to
seek care as early as possible in their pregnancies. In fact, the ideal situation is for prospective
parents to receive information and support even before they conceive a child. This is sometimes
called "preconception care" and it can boost the health of mothers and babies, as well as fathers'
knowledge and confidence.
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AFTER BIRTH, BRAIN DEVELOPMENT PROCEEDS AT A STARTLING RATE
On the first day of life, a baby can search the room with her eyes, visually trace the edges
of a triangle, and look intently at her mother's eyes during a feeding." Dr. Donald
Cohen
Newborns are relatively helpless. They cannot walk or talk or reason. And so, adults have
tended to think of them as mindless-empty vessels waiting to be filled. But because the brain has
been "in training" before birth, newborns have more awareness of the world than most of us
realized On the first day of life, a newborn can look at her surroundings, study objects, and gaze
in the eyes of her mother or father. Infants as young as two days of age will sometimes suck at the
mere sight of a breast or bottle, suggesting that learning takes place from a child's earliest hours of
life.2 But the process of getting to know the world is just beginning. At birth, a newborn cannot
yet make sense of the flood of sensation and information that comes his way.
After birth, brain development proceeds at an astonishing rate. Newborn's brains are
literally waiting for the experiences that will determine their complex circuitry. As new experiences
arrive, young children's brains respond by forming and reinforcing trillions of connections, or
synapses, among neurons. In the time that it takes for Mom to nurse the baby or for grandpa to
read Goodnight Moon, thousands of new synapses are produced. At the same time, thousands of
existing synapses are used or "fired" and in the process are reinforced.
Connections form so quickly that by the time children are three, their brains have twice as
many synapses as they will need as adults. These trillions of synapses are competing for space in
a brain that is still far from its adult size. This makes children's brains extremely dense. According
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to Rethinking the Brain, a report by the Families and Work Institute released at the White House
Conference, by the time a child reaches her third birthday, her brain is apt to be more than twice as
active as that of her pediatrician.3 Children are biologically primed for learning, and the first three
years are particularly crucial.
If children have more synapses than they will have as adults, what happens to the trillions
of excess connections? The answer is: they are shed as children grow. Scientists report that
throughout the development process, the brain is both producing new synapses and getting rid of
those that aren't used often enough. Before the age of three, synapse production is by far the
dominant process; from three to ten, the processes are relatively balanced, so the number of
synapses stays about the same. But as children near adolescence, the balance shifts, and the
shedding of excess neurons moves into high gear.
Brains downsize for the same reason so many other "organizations" do: with streamlined
networks, they can function more efficiently. But how does the brain "decide" which connections
to shed and which to keep? Here again, early experience plays a decisive role. Each time
synapses fire, beginning with the early months and years of life, they get sturdier and more
resilient. Those that are used often enough tend to survive; those that are not used often enough are
history. In this way, a child's experiences in the first years of life affect her brain's permanent
circuitry.
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"SMALL TALK" HAS BIG CONSEQUENCES
"By six months of age, infants are well on their way to cracking the language
code.' Dr. Patricia Kuhl
Early experience has an especially strong impact on language development. Over the last
quarter century, scientists have learned a great deal about how children acquire language. Parents
have long suspected that babies' babbling is basic training for speech, and that their gestures and
cries eventually evolve into more sophisticated forms of communication. But new research shows
that infants make more rapid progress in cracking the language code than we previously thought.
From their early months, they are paying close attention to the language they hear.4 By the time
they reach their first birthdays, they are well on their way to mapping the sound structure of their
language-or, in multilingual homes, to the language they hear most consistently. [SIDEBAR:
CITIZENS OF THE WORLD]
Adults have special ways of talking to children that help them analyze language. Young
children also learn very quickly that relating to others is about taking turns. In this sense, many
kinds of early interactions-even a game of peekaboo or mimicry of a baby's faces-can lay the
groundwork for effective communication later in life.
Many kinds of experiences affect early brain development-all of the sounds and textures
that surround them. But recently scientists have been homing in on linguistic experience as a key
ingredient. More precisely, they are suessing the importance of "small talk"-the millions of
ordinary greetings, exclamations. explanations, complaints, and wordless utterances exchanged
between adults and children in the course of the early years.
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When mothers and fathers talk to children, they raise their pitch and slow down
their communication. The slowed-down communication says, "God ahead and take
your turn. I'm addressing you. It's your turn now. Dr. Patricia Kuhl.
But some parents do not realize the importance of talking to their children in the first year,
before their children are old enough to begin talking back. They may feel self-conscious when
they talk to an infant who cannot respond; they may have grown up in cultures that value silence or
non-verbal communication; or they may have few positive models of conversation between
parents and young children. Some parents may be too tired or stressed to engage in lighthearted
chitchat with their babies.
How can researchers gauge the impact of early interchanges? A common-sense approach is
to observe numerous infants, recording their interactions with their parents or caregivers, and then
to follow each child's progress over several years to see how he or she develops and fares in
school. One recent study found that a child's earliest language experiences does indeed affect later
achievement. For a period of two-and-a-half years, beginning with birth, the researchers spent an
hour each month documenting every spoken word and every parent-child interaction in each of 42
homes. They found that the more parents talked to and interacted with their babies, the greater the
children's chances for success when they reached elementary school. They concluded that both the
number of words exchanged and the tone in which they were said made a difference. All of the
children in the study learned to use language and construct complex sentences, but the children
who were talked to at a younger age had a stronger grasp of the conceptual possibilities of
language, and became better problem solvers.5
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Once parents know about this kind of research, most will want to make "small talk" with
their infants more frequent, warm, and responsive, and they will want to be sure that child care
providers are talking with their babies as well. The prospect of keeping up a steady flow of
conversation may sound exhausting, but babies appear to benefit from exactly the kinds of
commentary that run through parents' and caregivers' minds as they move through their day. In
the study mentioned above, the patter that went on between the chatty parents and their infants was
not about Buddhism or Beethoven-or, for that matter, brain science. You need not discuss
complex ideas to help your infant learn. But a stream of statements like, "Your cereal is almost
ready," or "Daddy is looking for his keys," appears to help babies become more conceptual
thinkers later in life. Simple questions like, "How was your nap?" or "What did WC do today?"
can make a world of difference.
As researchers, we don't advise parents to try and accelerate the normal pattern of
development. We don't recommend flash cards to try to teach words to three-monthers.
Nature has provided a perfect fit between the parents' desire to communicate with the child
and the child's ability to soak this information up. Dr. Patricia Kuhl
To be sure, children need many kinds of stimulation. They need chances to stretch not
only their linguistic and conceptual abilities, but also their powers of perception, their social
prowess, their aesthetic and moral capacities, and their bodies. When children are severely
deprived of experience in any of these areas, their development may be delayed. For example,
babies and toddlers who spend most of their waking hours in their cribs develop more slowly than
Not
other young children; some cannot sit up at 21 months, and most cannot walk by age three.6
report
like.
Children need opportunities for vigorous, safe physical activity. They need touch, sounds, and
Too
speciality
images. They need social and emotional contact. And they need thought-provoking activities.
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Most adults who care for children have some awareness of these needs. But despite parents' best
intentions, many infants and toddlers do not get enough intellectual stimulation. This was a major
finding of Starting Points, an influential Carnegie Corporation report on meeting the needs of
young children that was cited at the White Housc Conference. 7
An infant's cognitive growth occurs through emotional and social
interactions.' Dr. Harriet Meyer.
On the other hand, too much stimulation can be overwhelming. Children have different
temperaments and different moods. They also have different daily cycles of wakefulness and
sleepiness than adults. Aside from seeing to their children's basic health and safety, the most
important thing parents can do is to learn to follow their children-to read their moods and
preferences, so they can-whenever possible- adjust activities, schedules, and even the way they
touch and talk to their young children.
To be sure, parents bear the greatest burden of responsibility for their children's
development and learning. But mothers and fathers cannot and should not be held responsible for
every hurdle their children encounter, or for every problem they may face. Many factors shape
brain development, including social, economic and environmental conditions over which individual
parents have little control, and including their child's genetic make-up.
From birth, children appear to have different temperamental characteristics. Research
suggests that most infants and toddlers have traits that make them "easy" children; but a significant
number-about ten percent-have difficult temperaments. They tend to be moody, to express
intense emotion, and to resist efforts to comfort them or cheer them up.⁸
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Furthermore, some children are born with, or develop, disabilities or illnesses that may
impede their ability to form strong relationships and to respond to different kinds of stimulation.
Some children are born with severe retardation, or autism, or mental illness. Others may have
learning disabilities that do not fully respond to current treatment methods. Research points to new
ways to help every child reach his or her full capacities. Working with professionals, parents can
gain the information and strategies they need to support their sons and daughters as they gain new
skills and new confidence. New ways of approaching impairments like mental retardation or
autism are helping to improve conditions that were once considered untreatable. But some
children will continue to have difficulties no matter how much love, carc, attention, and stimulation
their mothers and fathers provide. Professionals and parents alike need to keep their focus on
brain development, not blame development.
PREVENTION IS CRUCIAL
Weak
The brain does not develop all at once. Different parts of this complicated organ mature at
different times and at different rates. Although development continues throughout life, there are
periods of great opportunity (and risk) when a particular part of the brain is the site of intensive
wiring and is therefore especially flexible. Rethinking the Brain, a report issued by the Families
and Work Institute that was released at the White House Conference. calls these periods "prime
times."
The classic example is vision. The visual part of the brain is wired early in life. If children
are born with cataracts, they may lose their sight permanently if surgery is not performed on time.
That is because during the "prime time" for vision, input from the outside world is essential. The
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brain relies on this experience, and when it does not arrive on time, the part of the brain that
controls vision cannot fully develop. Time is of the essence. In contrast, when adults develop
cataracts, the consequences of delaying surgery are far less drastic.
Research confirms that this holds true for other aspects of development as well. Untreated
health problems, poor nutrition, exposure to tobacco, alcohol, drugs, or environmental toxins, and
abuse and neglect are always risky, but may be especially perilous in the first years of life.
Traumatic experiences and non-stop stress are also particularly harmful early in life; they affect
production of a steroid hormone called cortisol that can have an adverse impact on brain
development. And when mothers suffer from severe depression that persists beyond the baby's
sixth month, children's brain development may be affected.
That is why prevention and early intervention are so crucial. When health problems are
dealt with, when family stress is reduced, when mothers seek treatment for depression, young
children tend to fare better. The earlier the intervention, the better. The more follow-up, the better.
These are simple lessons. As they are applied more widely, results for young children are bound
to improve.
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Titles don't
work
FINALLY, WE KNOW THAT WE NEED TO KNOW MORE
Scientists have discovered much about the world that surrounds us, but the train inside
our skulls remains a source of mystery and wonder. and is, in a sense. the next frontier of
human understanding." Vice President Al Gore
Decades of research have led to breathtaking discoveries about early child development and
learning, but much remains to be known.9 How can we build on recent findings about how
children think and communicate? How can we use insights into young children's relationships
with the adults in their lives to strengthen learning? What kinds of stimulation do children nccd?
How much? And when? How does stress affect young children, and how can its impact be
blunted? How can the quality of child care be improved? How can different kinds of
developmental delays and impairments be overcome? What kinds of education and training can
help parents and other caregivers enhance children's development?
We also need to know more about how communities mobilize in order to contribute to
children's healthy development. How can families and communities do a better job of supporting
young children's learning? And what are the best uses of community resources and social services
for early childhood learning and development? Rescarchers arc hard at work, addressing these
questions and many more.
Not in question form. Even though incredible advances,
we still need to know more about
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III. WHAT YOUNG CHILDREN KNOW ABOUT Us
THE CHILD'S POINT OF VIEW
Much of what we know about children comes from watching them and listening to them. Long
before brain scans were invented, pioneers in child development stressed the value of simply
observing children very closely. Emphasizing that the world looks very different from a young
child's point of view, they urged adults to imagine everyday events as a baby or toddler might
experience them.
This effort informed many of the presentations made at the White House Conference.
While much of the discussion focused on what we know about young children, some speakers,
including the President, also considered what young children know about us.
No matter how young, a child does understand a gentle touch or a smile or a
loving voice. Babies understand more than we have understood about them. Now
we can begin to close the gap...." President Bill Clinton
PARENTS ARE THE MOST IMPORTANT PEOPLE IN THEIR WORLD
Babies discover very quickly that they are not alone. From birth, they are capable of observing and
interacting with other people. Babies grasp that the world we've brought them into is a fascinating
place. When they are awake and alert, they lose no time exploring their surroundings with all of
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their senses. But nothing is more interesting or important to them than their mothers and fathers.
Very early in life, babies turn most eagerly toward the voices of the people they know best.
Babics respond to touch, sound, images, tastes, smells. They are at ease when they
receive warm, responsive care geared to their needs, moods, and temperament. [SIDEBAR:
READING CHILDREN'S SIGNALS] On the other hand, they experience tension when
care is inadequate, or mechanical, or inconsistent and research shows that this stress affects their
heart rate, brain waves, and their brains' biochemistry.
The reason we talk to babies in a special way is that they know we're talking to them. If
I hold up a newborn with his head away from me and say. Hi, how are you doing? Come
on, you can turn to my voice, that newborn turns to my voice and arches toward me as if
to say, There you are!" Dr. T. Berry Brazelton
CHILDREN KNOW THAT WE ARE UP TO THE JOB
Human children are dependent-to a greater extent and for a longer stretch of time than the young
of other species. They are also trusting. They turn to parents and other caregivers for reassurance
or help. They believe that we will nurture and protect them, unless repeated experience teaches
them otherwise.
They know that interacting with parents and other important people-communicating,
mimicking, playing, snuggling-is the best way to spend their most alert, wakeful hours.
When they are allowed to form secure attachments, they know that they are loved even during quiet
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or sleepy times, when they arc left to rest, play by themselves, get to know themselves, and look
around them.
This may be reassuring for parents, who are understandably unscttled by research showing
that the way they relate to their young children, and the experiences they provide or arrange, help
to determine how their brains will be wired. They may wonder: Did I say enough words to Jake
and Daniel when they were bubics? How many connections formed or failed to form during
the ten minutes Emmy was left to cry so Robert's bee sting could be tended to? What about all the
times the neighbor lost his temper and shouted at Rebecca? Has musical potential been wiped from
Melissa's brain because we never played Mozan or Bach?
But when you look at life from a baby's viewpoint, you realize that you don't have to be a
perfect parent. What matters to young children is your ability to understand their needs and to read
their signals- most of the time; to respond with warmth and affection-most of the time; to model
the pleasures of conversation and turn-taking-most of the time; to protect them from life's minor
bumps and bruises-some of the time; that you are determined to shield them from neglect and
abuse-all of the time.
To be sure, parents have considerable (but not total) control over the kinds of experiences
their children are exposed to. But what kind of experiences do infants and toddlers need?
Researchers have begun to address this question. They are finding that linguistic experience is
important, but more than anything else, young children nced sccure attachments to the adults who
care for them. Long-term studies show that children who have secure attachments early in life
make better social adjustments as they grow up, and do better in school. 10 Young children want
and need a wide variety of experiences that spark their curiosity and tap all of their senses. But
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from a child's point of view, "enrichment" can mean not only a visit to the library or museum, but
also a chance to help mom or dad unpack a big bag of fascinating groceries
The key point is: relationships matter. Social experience has a greater impact on brain
development-including children's emerging intellectual capacities-than many scientists had
realized. Many parents have suspected that they play a role, from the first weeks of life, in
fostering their babies' intelligence, but according to the Zero to Three survey, a quarter of parents
do not believe this. The research is clear, however. Children learn in the context of important
relationships: interactions with parents, grandparents, brothers and sisters, and other family
members. Biology is not the chief factor in good parenthood: adoptive parents and foster parents
can have a large, sustained impact on children's development. So can grandparents. So can child
care providers who are steady presences in children's lives. And so can family friends and
neighbors. Again, while opportunities are especially strong in the early years, important
relationships make a difference for children at any age.
OTHER CAREGIVERS CAN MEET THEIR NEEDS-BUT DON'T TAKE THE PLACE
OF MOM OR DAD.
Research shows that children are capable of forming strong attachments to more than one
adult, but not all attachments are equally strong or compelling. Babies tend 10 prefer their primary
caregiver-usually mom. But they quickly learn that other people can meet their needs, and that
different people-dad, or Uncle Mike, or grandma, or .Clayton-have different ways of caring
for them. In this way, they begin to gel a sense of life's complexity and richness.
Children with active fathers develop a richer set of emotions and a wider, more
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textured view of their world.' Vice President Al Gore
Fathers have a great deal to offer their children. Addressing the Conference, Vice President
Gure noted research showing that the attachment a child forms with his or her father is critical to
that child's development. When fathers are active caregivers, their children tend to have higher IQs
and are less prone to violence. Of course, these effects hinge on the quality of the relationship a
father establishes with his young children, as well as the amount of time he devotes to caring for
them. More fathers than ever before are taking primary responsibility for young children, but stay-
Not
at-home dads or "househusbands" are still likely to encounter social disapproval.
right
here
Traditional roles are changing slowly in most families. Research in the early eighties
reported that fathers, on the average, spent less than half an hour per day directly interacting with
their children-playing with and caring for them. More recent studies are showing that many men
have somewhat increased the time they spend interacting with their children and taking care of
them.11 Many fathers say that they meet obstacles when they try to take more responsibility for
their children. Some say that they would spend more time with their sons and daughters if they
met less resistance from the children's mothers. Many say that if their employers adopted more
family-friendly policies, they would willingly devote more time to caring for, playing with, and
talking to their young children. President Clinton is encouraging such policies, and fighting for an
expansion of the Family and Medical Leave Act that would enact a form of flex-time fathers and
mothers the option of forgoing overtime pay in order to spend time with their children.
The role of fathers cannot be discussed without acknowledging that fathers are increasingly
absent from the home. More than a quarter of all American children are born to unmarried
mothers. At the same time, divorce rates are rising. Under the Clinton administration, teen
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pregnancy rates have gone down, and the collection of child support payments have gonc up. By
focusing on fathers' needs and roles, not only employers, but also family support organizations,
parent education programs, health care providers, and human service agencies can play an
important part to support men who are having difficulty finding a place for themselves in the family
setting.
Child care providers can be important people in young children's lives, but they do not take
the place of parents. Recent studies show that high quality child care does not disrupt young
children's attachments to their parents-so long as parents spend enough time with their infants
and toddlers to know them well, care for them confidently, and read their signals and cues.
[SIDEBAR: CHILD CARE AND THE FAMILY.]
"If you can place your child in high quality child carc, you can actually supplement what
you're giving them as parents and that's why the value of making high quality child care
affordable for more families is so great." Dr. Deborah Phillips
In fact, child care providers-with sufficient training and support-can enhance the
development of the children in their care, supplementing the parents' input. Children benefit when
parents and child care providers work together, exchanging information, insights, and problem-
solving strategies on a regular basis.
CHILDREN KNOW THAT THEY HAVE TO BE PATIENT WITH US.
Unconditional love goes to the heart of what it means to be a parent. But love is not
enough. From a child's viewpoint, good care is responsive care. It requires getting to know a
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particular child very well, and that is not simply a matter of instinct or affection. Parents and
caregivers don't always get it right the first time, or even the second, but if they are willing to
follow the children, if they are willing to learn from their mistakes, they eventually come to
understand their needs and temperaments.
Mistakes are inevitable. As the lullaby promises, the cradle will rock. A baby who is full
will be coaxed to cal. A toddler will be tossed into the air by an enthusiastic dad when what hc
really needs is a cuddle and a nap. And parents will frequently realize, after the fact, that they could
have found a better way to handle a problem. No parent gets it right every time. One expert on
child development has said that when she makes a mistake with her own children, she vows not to
repeat that particular mistake for at least two weeks.
or course, some mistakes cannot be tolerated There is never an excuse for abuse or
neglect, or for household dangers that imperil children's lives. But young children will inevitably
miss a meal, scrape their knees, or overhear their parents argue. They can easily survive the
ordinary ups and downs of daily life, as long as the care they receive day by day is usually warm,
responsive and consistent. In fact, these ups and downs are among the experiences that help their
brains to manure. What's more, when children have a secure attachment to the adults who care for
1
they, they are indulgent. They know that we deserve many more chances.
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IV. WE KNOW WHAT WORKS
RESEARCH POINTS TO EFFECTIVE STRATEGIES
Researchers and policy makers still have a great deal to learn about how children grow and
learn, but we know enough to begin now to promote their healthy development. Research and
practice in many fields-including not only brain science but also medicine, psychology,
education. cognitive science. and organizational development-have produced an immense body of
knowledge, leading to better, more informed, approaches to helping young children and their
families. This knowledge rests on thousands of studies and evaluations of hundreds of
programs-far too many to summarize in a single report. But we can distill from them
fundamental lessons about effective strategies.
10t we
don But A it here's know. what we do know
PREVENTIVE, FAMILY-ORIENTED HEALTH CARE WORKS
Practical
things we
know.
We Americans take pride in having created a truly advanced society. In the realm of
science and technology, we have few rivals. People from around the globe seek information and
Takes too
treatment from our health professionals. Given our resources and the value we place on life,
long to
yet to
liberty, and the pursuit of happiness, we should have the world's lowest rate of infant mortality.
point.
And we do-but only in our more affluent communities. When the nation is considered as a
Connect to
whole, we lag behind more than a dozen other countries in ensuring infant survival. Among
brain dev.
African American women, infant mortality is twice as high as it is for white women. The United
Rest conference. of
States also ranks below many other countries in immunization rates and health coverage for
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pregnant women and children. Compared to other countries. we have a high proportion of low
birthweight babies.
We can do better-if we take a preventive approach to health care and make adequate
prenatal care available to more expectant mothers. The facts are clear: good prenatal care
dramatically boosts women's chances of giving birth to healthy babies. It is also a sound
investment. For example, prenatal care reduces the number of low-birthweight infants; every time
it does, the nation's health care system saves up to $30,000.12
Too many women in this country still do not get adequate prenatal care because
of lack of knowledge, motivation, resources, or insurance, and we must work to
reduce these barriers.' Dr. Ezra Davidson
Prenatal care also lead to better nutrition for expectant mothers and infants-a critical factor
R
in children's healthy development. The government provides critical nutritional support by means
of the WIC program, which provides nutrition to pregnant women and infants, and food stamps
for low-income families. But expectant parents need information and guidance about the kinds of
foods and food supplements needed for good health.
Ideally, maternal health care and parent education begin before conception. It is
unquestionably important in the early months of pregnancy. And yet, many women still do not get
adequate prenatal care. About one in five expectant mothers in our country receives no care during
the crucial first trimester. For Black, Hispanic, and American Indian women, the figure is one in
three. Some lack health care coverage that would pay for early visits. Others don't know where to
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go, or how to gct there, or why a doctor would want to see them when they are not even
"showing." Efforts are needed to ensure that the public is better informed, that prenatal care is
accessible and affordable, and that care is not delayed while eligibility is established. Aggressive
outrcach is needed to encourage more prospective parents to seek early care. And preconception
and prenatal care should encompass not only health care and risk assessments, but also solid
information and services such as screening and treatment for depression, smoking cessation, and
treatment for alcohol abuse. While maternal health is the main focus of prenatal care, children
benefit when fathers are brought into the process from the outset.
Prenatal care is a good start-but only a start-for a lifetime of good health. Infants and
toddlers need regular well-child care, the full set of recommended immunizations, and swift
attention when they show signs of illness or developmental delays. That is why health coverage is
so important, but today, ten million children (including 1.7 million children under the age of three)
are without coverage. Most of these children have parents who hold down jobs but have no
employer coverage and earn too little to purchase their own policies. Health care is especially
important for the nearly 3 million infants and toddlers living in a family with an income below the
federal poverty level. children living in low-income families, since these children are at
significantly higher risk for infant mortality, low birthweight, physical or mental disabilities, fatal
accidents, and common health problems such as asthma, frequent diarrhca, pncumonia, or dental
problems.
Once parents have access to health care for their children, it must bc family-centered. Many
parents want more information, reassurance, and resources during well-baby visits than traditional
pediatric practices can provide. When health care providers (and insurers) restructure their policies
and practices to provide services that mcct parents' needs and emphasize prevention, children
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benefit.
As Americans intensify efforts to improve health care for young children and their families,
we can learn from the experiences of other countries, including both industrialized and developing
nations. Immunization is a good example. Recently, American leaders travelled to Africa as part
of President Clinton's initiative, Lessons Without Borders. They brought back ideas about how
campaigns to improve health care and promote immunization rates have been planned and
implemented. The Mayor of Baltimore was among the visitors, and the ideas he brought back,
including mobile van services, have begun to make a difference for his city's young children. 13
FAMILY SUPPORT AND PARENT EDUCATION WORK-ESPECIALLY WHEN THERE
IS FOLLOW-UP.
Writing about the importance ot parent education, an American physician asserted that
parents too often undertake their new roles "without previous instruction, or without forethought;
they undertake it as though it could be learned either by intuition, by instinct, or by affection. The
consequence is, that frequently they are in a sea of trouble and uncertainty, tossing about without
experience or compass.
This statement was written nearly a century ago by one of our nation's first women
physicians. and despite the fact that we have advanced light years in terms of the medical and
scientific knowledge, the need for family support and parent education remains as strong as ever.
Perhaps stronger-since today Americans are far more mobile, and are less able to count on advice
and help from extended family living in their households or around the block.
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Raising children is challenging for all parents; it is certainly stressful for the nation's large
number of very young parents. Recently, the birthrate for adolescents has decreased slightly,
although the problem remains serious. Each year teenage mothers give birth to nearly half a
million babies. Today, 3.3 million children live with adolescent mothers. These young mothers
have a particular need for parent education and support. They are much less likely than other
mothers to take advantage of prenatal care, and those who are 16 or younger are more likely to
have low-birthweight children-with all of the health and developmental problems associated with
that condition. In general, children bom to teenage parents, especially those living with their
mothers alone, appear to be more likely than other children to have continuing health problems. 15
But all parents can benefit from family support and parent education. Parents want more
information. Most say they have a pretty good idea what to look for in terms of their babies'
physical development, but need more help recognizing social and emotional milestones. They are
perplexed by recent findings about the importance of the early years. They know they need to
stimulate their children, but how? and how much? And how can they be sure that the other adults
who care for their children will give them what they need?
Parents want to do a good job. But many go to bed at night convinced that they haven't
spent enough quality time with their children. More than half of today's parents believe they are
what is?
not doing as good a job at childrearing as their own parents did. 16 A recent survey conducted by
Zero to Three and released at the White House Conference confirms that few first-time parents feel
fully prepared for their new role; those who are the youngest and have the lowest income, and
those who are going it alone as single parents, feel particularly unprepared
They also want more information-including the findings about early brain development
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that were presented at the White House Conference. The Zero to Three survey found that 60
percent of parents are "extremely" or "very" interested in this subject, and another 21 are "fairly"
interested.
But surveys are not the only indications that people who have responsibility for young
children want help. Existing family support and parent education services are at full capacity,
books and magazines on child care are widely read, and on-line parent resources are expanding.
Pediatricians say they are frustrated that they have so little time to respond to parents' long lists of
questions and concerns, and some are restructuring their practices to meet this need. Executives at
one corporation that sct up an 800 number for parents report that the help lines has been flooded
with calls, and say that they have been amazed that so many people are eager for information and
support that they would turn to unseen, anonymous advisers.
Family support and parent education programs are often aimed at new mothers, but can
also help fathers adapt successfully to their new roles. The best programs address not only
childrearing issucs, but the challenges parents are mccting as they raise their familics, such as
getting and keeping jobs, resolving conflict, and managing their time.
A number of well established family support programs have bccn subjected to rigorous
evaluation. For example, an evaluation of Avance, a family support program that has served low-
income, predominantly Hispanic families over more than two decades, has demonstrated clear,
long-lasting benefits for participants and their children. In general, research evidence on
comprehensive family support programs is promising but not conclusive. Comprehensive,
multifaceted programs are difficult to evaluate because they encompass so many activities, and
tailor services to the needs of different families. Different programs serve children of different
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ages and target different kinds of families, so it is hard to make comparisons of their impact or cost-
effectiveness.
Programs that stress home visitation can produce impressive results, particularly when they
begin with prenatal care and include follow-up into the elementary school years. Programs that
include regular home visits appear to be particularly effective in meeting new parents' informational
needs and allaying their anxieties. [SEE SIDEBAR: THERE'S NO PLACE LIKE
HOME.] Twenty-five years ago, when hospital stays for new mothers were twice as long, there
was more time for advice and instruction-and new parents have a lot to learn. Nursing an infant is
certainly a natural process, but the know-how to begin successfully does not come naturally. The
same is true for diapering or bathing a newborn, or dealing with cradle cap, or establishing daily
(and nightly) routines. Even a minimum hospital stay of 48 hours-which the President fought for
and won-is not always enough time for parents to adjust to their new responsibilities before they
bring their newborns home. Follow-up is helpful, but today, only one in five families receives
follow-up visits by nurses. As the months pass, most parents gain confidence and competence,
but they can still benefit from advice about how to keep track of 3 baby's development, how to
recognize and deal with illnesses and emergencies, how to baby-proof their homes, choose toys
for their children, and play and chat with children at different ages. Some home visitors make
videotapes. These tapes help parents learn what to look for as they watch their children grow, and
can spur important discussions of children's development in the context of family dynamics.
"The most important assessment tool that we have is our power of
observation Dr. Sally Provence, the great pioneer of infant development, said:
Don't just do something, stand there. She meant that observing how a parent and
child interact is critical to understanding how to reach out and to help them.
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Sometimes, we need to leave the parent and the child alone." Dr. Harriet Meyer
HIGH QUALITY CHILD CARE AND EDUCATION WORK
Today. 80 percent of mothers go back to work before their babies' first birthdays. Many
choose to continue their careers while raising a family; others might prefer to stay home, but have
no choice. After all, 55 percent of working women are indispensable providers, contributing half
or more of family income.17 Other mothers must work or attend training to meet new welfare
requirements.
As a result, the great majority of infants and toddlers are in non-maternal care for some
stretch of time. This is a potential opportunity. Studies that have followed children's progress
over decades, such as the Perry/High Scope Preschool Study, have shown that high quality early
care and education programs produce long-term benefits, especially for children from low-income
families. Programs with well trained staffs and strong curricula (geared to children's needs at each
stage of development) have been shown to promote cognitive, social, and emotional development
in young children. Children who attend such programs fare better in elementary school, especially
if there receive ongoing support as they move through the grades. They are less likely to be held
back and less likely to be referred for special education. Some effects have been shown to persist
into adulthood.18
The trouble is-high-quality, affordable child care is hard to come by. Researchers who
have observed and rated child care programs (including both child care centers and family day care
settings) say that many are poor to barely adequate. Programs for infants and toddlers appear to be
the worst of all. 19 Moreover, child care schedules often do not mesh with parents' work
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schedules. Many parents resunt to makeshift arrangements; their children may bc in several
locations or programs during the course of a single day.
Researchers and practitioners have come up with many proposals to address the quality
crisis in early care and education. Some take a broad view, arguing that changes must be made not
only in programs, but also in the policies, financing strategies, and accreditation practices that
underlie the nation's child care services.20 There efforts provide a broad framework for
improving child care so that children can thrive and parents can work and learn with peace of
mind.
As President Clinton has often said, there isn't a problem that isn't being solved
somewhere in this country. We can base tomorrow's early care and education programs on the
experience of today's successful programs. For example, much can be learned from the experience
of the military, which has instituted excellent child care programs by requiring substantial basic
training for caregivers, offering them a career ladder, and providing sufficient wages and benefits
to reduce staff turnover. [SIDEBAR: ON THE LAND, IN THE AIR, ON THE
SEA...AND IN THE SANDBOX.]
A COMPREHENSIVE APPROACH WORKS
Finally, to meet the many needs of our youngest children, we need a comprehensive
approach. This is the toughest challenge of all. It is difficult, in part, because Americans tend to
resist "systems." When it comes to young children, however, we pay systematically when we
provide piecemeal services that let so much promise slip through the cracks.
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If all of the core institutions discussed in the following chapter were to work together, and
take concrete steps to coordinate their approaches, our communities could begin to move toward
better results for children. But this effort challenges many people and many institutions to examine
their policies and practices, and to begin to make nccessary changes. It means reordering
priorities. This is not easy, nor can it be quickly accomplished. It will take sustained attention and
work.
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V. BUILDING ON SUCCESS
The accomplishments of recent years can be solidified and extended. No endeavor
promises more long-term benefits for our nation than giving children a better start in life. But for
this effort is to succeed, every sector of our society must make a vital contribution.
WHAT PARENTS AND FAMILIES CAN DO
Parents can support their children's healthy development by doing what parents do best-loving
their children, spending time with them, chatting with them, protecting their health and safety, and
creating the predictable routines and consistent limits that help children fecl sccure. They can
stimulate their children's intellectual growth by reading to them and engaging them in age-
appropriate activities that will tap their creativity and spark their curiosity. These ideas may seem
self-evident-but as things stand, only half of our young children are read to by their parents every
day.
Generations of parents need no convincing that raising children is taxing, both physically
and emotionally. But it requires not only stamina, but also skill; not only nerve, but also
knowledge. Mothers and fathers can enhance their children's development by becoming better
informed about parenthood-beginning even before their children are conceived. Today, countless
parent education programs, publications, radio talk shows, TV specials, videos, and web sites are
available in communities across the nation. Family support organizations, child care centers,
libraries, hospital and health clinics, human service agencies, and schools and universities are
among the institutions that make these resources available to their communities.
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Parents' familiarity with all of these institutions also benefits children. Community
involvement not only increases parents' knowledge and contacts; it also interrupts the isolation so
many mothers and fathers feel. And as young children grow, their parents' ability to access
services and programs on their behalf becomes very important.
As parents reach out for information and support, two kinds of learning are particularly
important. The first is learning to observe children closcly, to notice their rhythms and
preferences, and to read and respond to the signals they send by means of body language, crying
and other sounds, facial expressions, and responses to various stimuli.
The second kind of knowledge challenges parents to know not only their babies, but also
themselves. Child development specialists often speak of the "ghosts in the nursery"-the
experiences in mothers' and fathers' pasts that affect their own parenting, consciously or not.21
By thinking and talking together about their own upbringing, parents and other caregivers can gain
insight into their own responses to their children. Why does the sound of crying drive Yvonne so
crazy? Why does Kyle lose his temper so quickly when the children squabble? Thinking about
their own responses can make parents more patient and intentional as they react to their own
children.
One of the things I learned [by taking part in the Early Childhood PTA] is that
there is always opportunity to take advantage of a teachable moment You don't
have to take your child out to a "fun fair." You can begin at home. You can begin
in your kitchen. You can go right outside your back door." Sheila Amaning
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WHAT LOCAL COMMUNITIES CAN DO
At satellite downlink sites around the nation, the local residents who gathered to view and discuss
the White House Conference responded to speakers' viewpoints, related research findings to the
concerns of their own communities, and sent feedback to the White House. Some emphasized the
need for better preparation for child care providers. Others called for a special focus on teen
parents. Many expressed a deep concern for the fate of abused and neglected children. But one
theme was sounded most emphatically: the needs of young children and their families are so
diverse and complex that no single institution can fully meet them. There is an urgent need to
Buld
mobilize whole communities, and to ensure greater coordination of efforts.
Coordination of efforts requires strenuous effort, and efficient, frequent communication
among a wide range of service providers. It challenges professionals who may have only
superficial knowledge of each other's roles to work together, negotiating crossings into different
organizational cultures. Police officers need to be talking to mental health specialists; welfare
caseworkers need to be in frequent contact with the staffs of family support organizations; health
care professionals need to link up with child care providers. All of these professionals-and many
more-need to be sharing information in ways that benefit children and families without violating
their rights to privacy.
"In my career, I never thought that I would see police officers and mental health
professionals working together as a team. Through the Child Developing/Community
Policing partnership, we no longer work in isolation from each other. We no longer need
to turn away from the devastated faces of children who have been traumatized. Chief
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Melvin Wearing
When coordination is strong, fewer children fall through the cracks. Most communities
have a long way to go, because services for children and families are spread among so many
agencies and organizations, and are so fragmented. The challenges are immense-both in terms of
logistics, record keeping, and communication, and will require a great deal of time and effort. It
requires every community institution to make active, sustained efforts to link up with other
institutions, agencies, or programs that affect children development and learning, or have potential
for doing so. This kind of collaboration might include monitoring and documenting children's
health, safety, and progress toward developmental milestones, analyzing the factors that promote
or hinder healthy development and learning, and make the changes needed to improve results for
all children.
But coordinating existing services is not enough. People must also come together to
envision a future in which children and families will thrive, and to take steps to move the entire
community toward that future. This is happening more and more frequently. In mayors' offices,
town halls, houses of worship, and parent gatherings across the nation, a promising movement to
mobilize communities is now underway. Parent groups, community leaders, policy makers,
business groups, and many others are working together to shape broad-based action strategies
aimed at improving results for young children and their families. As a foundation program officer
recently observed, "leadership for change is bubbling up from the local level, as it must because
one-size-fits-all solutions will not work in diverse communities...."22 In many places,
community mobilization efforts have resulted in the creation of Children's Councils to bring
together the concerns and ideas of community members and policy makers. In other places,
leadership on behalf of children has taken other forms-from parent groups, clergy, community
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organizers, educational leaders, hcalth professionals, or other sources.
Howard Dean, the pediatrician who won election as Governor of Vermont, reports that
successful community mobilization efforts in his state have hinged on several key factors: a clear
focus on results; inclusiveness in asking people to help; timely sharing of decisions and plans;
good humor; creative use of resources; and a timely celebration of every accomplishment. He adds
that these efforts are most successful when parents of young children are sccn as contributing to
the community, not just asking for help.23
Communities can come together in many ways. Each pursues a vision that make sense for
its people and circumstances. But in any community, children and their families benefit when all
of the institutions that touch children's lives work together to articulate a set of common principles,
and then align their policies and practices with those principles. That way, wherever children and
families turn, they find people who share basic assumptions and commitments. Common
principles would vary from community to community, but might include the following:24
Ensure that every expectant mother receives timely care.
Give every child access to the health care and support they need to get a good start in life,
physically and emotionally.
Help children build stable, trusting relationships with the adults who care for them.
Support the adults who influence development and learning, and include both mothers and
fathers in all parent involvement efforts.
Focus on prevention, and respond quickly when problems arise.
Set high expectations for every child.
Offer varied, engaging appropriate activities that foster development, including
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opportunities for conversation and turn-taking that begin in the early weeks of life.
Make efficient, equitable use of resources, expanding successful efforts and eliminating
those that are not effective.
Collaborate with other institutions.
Take responsibility for results.
WHAT EDUCATIONAL LEADERS CAN DO
The well-being of young children depends not only on coordination among diverse institutions, but
also on collaboration among institutions in the same field. Elementary school principals hear from
their kindergarten teachers that large numbers of children-by some estimates, one-third- are not
"ready to learn."25 That is, they are unprepared for the kinds of academic, social, and emotional
challenges they will meet in their kindergarten classrooms. Many principals address this problem
by shifting their focus from "ready children" to "ready schools"-rethinking kindergarten settings
and programs to make them ready for the children who will fill them.
That approach is wise-but insufficient. As the education research plan issued recently by
the U.S. Department of Education noted, there is mounting evidence that educational efforts that
begin only a age five-the traditional age of entry into public schools-are too late and have
limited payoff for children's schooling.26 School leaders need to work more closely with the
preschools and child care programs whose children will be soon be moving into their
Start
kindergartens, sharing curricula and engaging teachers and caregivers in joint professional
development activities. Educational leaders need to become involved in community-based efforts
to support young children's healthy development and learning. To the extent possible, they need
widen their focus, communicating with and providing support to parents from the time their future
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students are born.
As things stand, few districts or elementary schools make systematic efforts to stay in
contact with their communities' early care and education programs. In a national survey, 10
percent of schools reported systematic communication between kindergarten teachers and their
kindergartners' previous caregivers or teachers; 12 percent said that their kindergarten curricula
were designed to build On preschool programs. The vast majority of our elementary schools have
no formal policy governing activities aimed at strengthening continuity and smoothing transitions.
Different communities and schools benefit from different kinds of transition activities, but research
shows that across the nation, the success of such efforts hinge on the involvement and support of
principals and district-level administrators.²
In short, educational leaders can take many concrete steps, at the national, state, and local
levels, to support the healthy development and learning of children before the age of five. In so
doing, they can not only provide more continuity for children, but also move the nation toward the
first national education goal-school readiness for all.
Perus Fee Child
Shadn't fid
WHAT BUSINESS LEADERS CAN DO
Business leaders are increasingly acknowledging that they share significant responsibility for the
well-being of the families with young children who count among their customers, employees, and
neighbors. They are keenly aware that today's tots are tomorrow's work force. And they are
realizing that investments in early development and learning will save billions of dollars now spent
by corporate America on basic skills training for employees.
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Some are making very active efforts, leading community mobilization efforts, pioncering
more "family-friendly" employee practices, and supporting innovation and research. Some are
creating or subsidizing child care programs for their employees' small sons and daughters. Others
are forming coalitions of business leaders to address these issues on a larger scale.
Business leaders have unique access to American households through their products and
services, and through their advertising capacity. As one panclist noted, the back pancls of cercal
packages are one of the most powerful communication vehicles in America. Those who sell to
families with small children tend to have a great deal of credibility with consumers. All of these
companies can provide to parents and other caregivers important information-including insights
that spring from recent brain research.
"We looked at research conducted in Michigan which concluded that factors
outside of the school are four times more important in determining a student's
success on standardized tests than are factors within the school. This reaffirmed
for those of us in business that we cannot just sit on the sidelines and criticize. We
must be involved." Arnold Langbo, CEO, Kellogg Corporation
WHAT THE MEDIA CAN DO
Media experts have often remarked that in America, if it isn't on television, it isn't real. This is
hyperbole, of course, but it does suggest the powerful impact of the broadcast media on our
society and its institutions. Television shows like "I Am Your Child"-Rob Reiner's hour-long
special stressing the importance of the first three years of life reach many more Americans than a
report or pamphlet ever will.
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"There are people in this room who have been wrestling with these problems for 15, 20,
25 years, and we have the solutions. My job is to take this information and disseminate it to
the public, because we have to create a public will. Once we create a public will, there will
be a wave that is inescapable." Kob Reiner
Media decision makers are increasingly taking young children into account as they make
decisions about programming. They have also responded to President Clinton's call for V-chips
and a TV rating system, giving parents more control over their children's program selections.
These measures-once considered unlikely-are now in place. However, the broadcast media
can do much more, supporting more programming aimed at parents with small children, increasing
educational fare on TV and the radio, and disseminating new research findings. As the "I Am
Your Child" campaign has demonstrated, media figures are powerful influencers who can help
engage Americans from every walk of life in a large-scale effort.
The print media are devoting more space to children's issues, and more journalists are now
devoting themselves to the children's beat. To be sure, when a toddler is kidnapped or falls in a
well, they capture headlines. But new findings about how children develop or the state of
America's child care still tend to appear on back pages, or the "women's page." There has been
significant progress, but the print media can do still more to communicate the importance of healthy
development in the early years of life.
Finally, any discussion of the media's role must include the Internet and other electronic
outlets for the dissemination and exchange of knowledge. Many web sites, reflecting diverse
concerns and emphases, offer advice to parents or let parents and caregivers chat on-line. Some
are sponsored by corporations that specialize in baby products. Others have been created by
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national organizations, child advocacy groups, and research institutions or universities. Over time,
these resources will expand. But information on the Internet is not always reliable; it has not been
fact-checked as articles in reputable newspapers and magazines usually are. Parents may need help
cvaluating the knowledge and advice they receive. Efforts to strengthen Internet offerings for
parents need to take into account the wide gap that now exists between technology "haves" and
"have nots." Communities can provide access to more of their residents by placing appropriate
technology in librarics, workplaces, schools, community organizations, muscums, housing
projects, and other places where parents can use them.
WHAT GOVERNMENT CAN DO
At every level, government can make sure that parents have a range of choices about how to raise
and care for their young children, as well as the tools and information that can help them make
sound decisions. The federal government has a strong role to play in shaping legislation and
policies that promote the health, well-being, and learning of young children and their families;
supporting research; disseminating its findings; and providing technical support to states and
communities as they plan, implement, and evaluate new initiatives. It also creates and supports
programs that meet a clear national interest, such as Head Start and Early head Start.
R
Ungrlus
Many of the most exciting initiatives will come from states and communities that can tailor
programs to local needs and adjust to changing circumstances. Across the nation. many states are
launching or expanding family support efforts, home visitation programs, and a variety health care
initiatives designed to safeguard young children. They are setting higher standards for child care
accreditation, and focusing more on enforcement. They are encouraging or requiring professionals
from diverse fields to work together. States and localities must keep children at the top of their
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agendas, confident that their investments will, over time, strengthen the fabric of their
communities, while increasing workplace productivity and containing social spending.
"Our challenge as elected officials is to work together at all levels of government.
The federal government can and should have a role State governments should
have a role, not just in working with the federal government, but on their own.
We're putting several million dollars into the family concept that I've put forth in
the State of Nevada. And I think more can and should be invested in future years.
We should also coordinate with local government.' Governor Bob Miller
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VI. How ARE THE CHILDREN?
"A civilization flourishes when people plant trees under whose shade they will never sit."28
This Greek proverb-thousands of years old-poses the challenge that faces us today. Are we
willing, as a society, to invest in our children, even if those investments may not pay off fully for a
decade or more? Are we willing, moreover, to invest in other people's children?
It has often been said that to gauge a nation's well-being, the first question one should ask
is: "How are the children?" Today, we must respond to this question with a mixed report. But if
we act now-if we look at the research, if we build on success, if we root out programs and
practices that do not work, if we consider the impact on young children before making any new
policy or program-we can make a difference. And if we do, imagine the answer today's infants
and toddlers will be able to give when they are asked. in coming decades. "How are the children?"
Many things we need can wait. The child cannot.
Now is the time his bones are being formed;
his blood is being made: his mind is being developed.
To him we cannot say tomorrow. His name is today.
Gabriela Mistral
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NOTES
1.
Donald, M. (1991). Origins of the Modern Mind: Three Stages in the Evolution of Culture
and Cognition. Cambridge, MA: Harvard University Press, p. 380.
2
This observation by Jean Piaget is cited in Joseph, R. (1996). Neuropsychiatry,
Neuropsychology, and Clinical Neuroscience: Emotion, Evolution, Cognition, language,
Memory, Brain Damage, and Abnormal Behavior. (1996). Baltimore, MD: Williams and
Wilkins, 2nd edition, P. 204.
3.
Shore, R. (1997). Rethinking the Brain: New Insights into EArly Development.. New
York, NY: Families and Work Institute.
4.
Kuhl, P.K., K.A. Williams, F. Lacerda, K.N. Stevens, & B. Lindblom. (1992).
"Linguistic Experience Alters Phonetic Perception in Infants by 6 Months of Age." Science
255:606-608.
5.
S. Blakeslee. (1997). Studies Show Talking with Infants Shapes Basis of Ability to
Think." The New York Times (April 17, 1997), p. A22.
6.
Shatz, C.J. (1992) "The Developing Brain." Scientific American 267 (3): 60-67.
7.
Carnegie Task Force on Meeting the Needs of Our Youngest Children. (1994). Starting
Points: Meeting the Needs of Our Youngest Children. New York: Carnegie Corporation of
New York, P.
8.
Hamburg, D.A. (1994). Today's Children: Creating a Future for a Generation in Crisis.
New York: Times Books, P. 104.
9.
This list of research questions draws upon U.S. Department of Education, Office of
Educational Research and Improvement. (1996). Building Knowledge for a nation of
Learners: A Framework for Education Research 1997. Washington, DC: Author, PP. 19-
26.
10.
Teo, A., E. Carlson, P.J. Mathieu, B. Egeland, and L.A. Sroufe. 1996. "A Prospective
Longitudinal Study of Psychosocial Predictors of Achievement." Journal of School
Psychology 34(3), pp. 285-306.
11
Galinsky, E. and J. David. 1988. The Preschool Years: Family Strategies that
Work-From Experts and Parents. New York, NY: Ballantine Books, PP. 339-341.
12.
Carnegie Task Force on Meeting the Needs of Our Youngest Children. (1994). Starting
Points: Meeting the Needs of Our Youngest Children. New York: Carnegie Corporation of
New York, p. 36.
13.
Clinton, H.R. (1997). Speech on the Occasion of International Women's Day.
Washington, DC, March 8.
14.
Melendy, M.L. (1903). The Perfect Woman. K.T. Boland.
15.
Shore, R. (1996). Family Support and Parent Education: Opportunities for Scaling Up.
Meeting Paper. New York: Carnegie Corporation of New York, P. 3.
MAY-29-1997 12:20 FROM RIMA SHORE
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16.
Public Agenda. (1994). First Things First: What Americans Expect from the Public
Schools. New York, NY: Author. Cited in Kagan, S.L. (1995). The Challenge of
Parenting in the 1990s. Aspen Institute Congressional Conference Report.
Washington,] DC: Aspen Institute.
17.
Families and Work Institute. (1995). Women: The New Providers. New York: Families
and Work Institute.
18.
Carnegie Task Force on Learning in the Primary Grades. (1996). Years of Promise: A
Comprehensive Learning Strategy for America's Children. New York: Carnegie
Corporation of New York, p. 57.
19.
Cost, Quality, and Child Outcomes Study Team. (1995). Cost, Quality, and Child
Outcomes in Child Care Centers. Denver. University of Colorado; Galinsky, E., C.
Howes, S. Kontos, and M. Shinn. (1994). The Study of Children in Family Child Care
and Relative Care: Highlights of Findings. New York: Families and Work Institute.
20.
Kagan, S.L. and N.E. Cohen. (1997). Final Report of the Quality 2000 Initiative. New
Haven: Yale University Bush Center.
21.
Cite Selma Freiberg (will supply)
22.
Remarks by Michael Levine, cited in Dombro, A.L., N.S. O'Donnell, E. Galinsky, S.G.
Melcher, and A. Farber. (1996). Community Mobilization: Strategies to Support Young
Children and Their Families. New York, NY: Families and Work Institute, P. 2.
23.
Cited in Dombro, A.L., N.S. O'Donnell, E. Galinsky, S.G. Melcher, and A. Farber.
(1996). Community Mobilization: Strategies to Support Young Children and Their
Families. New York, NY: Families and Work Institute, PP. 2-3.
24.
These guidelines are adapted from 3 set of cross-cutting principles outlined by the Carnegie
Task Force on Learning in the Primary Grades. (1996). Years of Promise: A
Comprehensive Learning Strategy for America's Children. New York: Carnegie
Corporation of New York, P- 29.
25.
Boyer, E.L. (1991). Ready to Learn: A Mandate for the Nation. Princeton: Carnegie
Foundation for the Advancement of Teaching.
26.
U.S. Department of Education, Office of Educational Research and Improvement. (1996).
Duilding Knowledge for a nation of Learners: A Framework for Education Research 1997.
Washington, DC: Author.
27.
Love, J.M., M.E. Logue, J.V. Trudcau, & K. Thayer. (1992). Transitions to
Kindergarten in American schools: Final Report of the National Transition Study.
Washington, DC: U.S. Department of Education.
28.
Cited in Clinton, H.R. (1996). It Takes a Village and Other Lessons Children Teach Us.
New York: Simon & Schuster, p. 316.
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SELECTED RESOURCES
PUBLICATIONS
American Reads Challenge. (1997). Read*Write*Now! Early Childhood Kit. Washington, DC:
Corporation for National Service, U.S. Department of Education, and U.S. Department of Health
and Human Services. Web site: http://www.ed.gov.
Brazelton, T.B. (1992). Touchpoints: Your Child's Emotional and Behavioral Development. New
York: Addison-Wesley. Web site: http://www.brazelton.com.
Carnegie Task force on Meeting the Needs of Young Children. (1994). Starting Points: Meeting
the Needs of Our Youngest Children. New York, NY: Camegie Corporation of New York.
(212)371-3200/ Web site: http://www.carnegie.org.
Clinton, H.R. (1996). It Takes a Village and Other Lessons Children Teach Us. New York: Simon
& Schuster.
Families and Work Institute (In Press). Connections: A Parent's Guide to Early Brain
Development. New York: Author. (212)465-2044. Web site: http://www.familiesandwork.com.
Galinsky, E. and J. David. (1988). The Preschool Years: Family Strategies That Work-From
Experts and Parents. New York, NY: Ballantine.
Hamburg, D.A. (1994). Today's Children: Creating a Future for a Generation in Crisis. New
York: Times Books,
Harris, I.B. (1996). Children in Jeopardy: Can We Break the Cycle of Poverty? New Haven, CT:
Yale University Press.
I Am Your Child Campaign. (1997). The New Brain Research and Your Child's Healthy
Development. 202/338-4385. Web site: http://www.iamyourchild.com.
Kotulak, R. (1996). Inside the Brain. Kansas City, MO: Andrews and McMeel.
Ounce of Prevention Fund. (1994). A Head Start on Head Start: Effective Birth-to-Three
Strategies. Chicago, IL: Author. (312)922-3863. Web site: [email protected]
Ounce of Prevention Fund. (1996). Starting Smart: How Early Experiences Affect Brain
Development. Chicago, IL:Author. (312)922-3863. Web site: [email protected]
Shore, R. (1997). Rethinking the Brain: New Insights into Early Development. New York: NY:
Families and Work Institute. (212)465-2044. Web site: http://www.familiesandwork.org.
Zero to Three: The National Center for Clinical Infant Programs. (1992). Heart Start: The
Emotional Foundations of School Readiness. Arlington, VA: Author. (800)8994301. Web site:
zerotothree.org.
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FEDERAL SOURCES OF ASSISTANCE
FOR YOUNG CHILDREN AND THEIR FAMILIES
Corporation for National Service
Training and Technical Assistance, Rm 9821
1201 New York Avenue NW
Washington, DC 20525
Even Start
U.S. Department of Education
Compensatory Education Programs
Office of Elementary and Secondary Education
600 Independence Avenue SW
Room 4400-Portals Building
Washington, DC 20202-6132
Head Start
U.S. Department of Health and Human Services
Administration for Children and Families
Office of Public Affairs
370 L 'Enfant Promenade SW
Washington, DC 20202
Child Care Bureau
U.S. Department of Health and Human Services
Administration for Children and Families
Office of Public Affairs
370 L'Enfant Promenade SW
Washington, DC 20202
National Institute of Child Health and Human Development
U.S. Department of Health and Human Services
National Institutes of Health
Building 31, Room 2A32, MSC-2425
31 Center Drive
Bethesda, MD 20013
National Information Center for Children and Youth with Disabilities
P.O. Box 1492
Washington, DC 20013
Office of Special Education Programs
U.S. Department of Education
600 Independence Avenue SW
Switzer Building, Room 4613
Washington, DC 20202
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Do we have otherlbetter letters?
Dear President and Mrs. Clinton:
Thank you for your support of young children and their families. Please include in future
meetings a focus on the importance of the parent and caregiver partnership in caring and nurturing
the child, as well as the caregiver's important role in responding to the child's needs. Let's look
carefully at the working parent and the caregiver team in the tluee-way relationship wit the child
Donna Overcash
Atlanta, GA
Dear President and Mrs. Clinton:
Throughout my training and career as a pediatric psychologist, my work with families on
"parenting" issues has been central. I have personally seen the difference it can make for an entire
family to work on the temperament match of child and parent.
Laura L. Mee, Ph.D.
Atlanta, GA.
Dear President and Mrs. Clinton:
Having worked with vulnerable children (ages 0-3) and families since 1984, my fervent
thanks for focusing our nation on the importance of this period. Thanks for supporting Early Head
Start And thanks for modeling in your own family what all families can do to optimize learning
during the first years of life.
Lois Sexton
Franklin, NC