Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
24822825
label
White House Conference on Early Childhood Development - Conference Planning [3]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
24822825
sourceUrl
contentType
document
title
White House Conference on Early Childhood Development - Conference Planning [3]
citationUrl
collections
Records of the First Lady's Office (Clinton Administration)
Nicole Rabner's Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
24822825
levelOfDescription
fileUnit
otherTitles
42-t-7763278-20121035S-040-014-2015
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
f2d1360636844663
ocrText
Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. list
Names and birthdays of Zero to Three staff (partial) (1 page)
03/04/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Domestic Policy Council (Nicole Rabner)
OA/Box Number: 15415
FOLDER TITLE:
White House Conference on Early Childhood Development-Conference Planning [3]
2012-1035-S
kc1047
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office |(a)(2) of the PRA|
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency |(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information |(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information |(b)(4) of the FOIA]
and his advisors, or between such advisors |a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy |(b)(6) of the FOIA|
personal privacy |(a)(6) of the PRA|
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
14
Divider Title:
Cirldrens Health
- Childrens Health 80 -
wic Head start
-7 americas Reads
Child Care
Booh don
THE EARLIEST INTERVENTIONS
A SAMPLE OF FEDERAL EFFORTS
OFFAY
The following are a sample of programs and resources throughout the federal government
focused on our nation's youngest children. Over the next few months this document will be
expanded to include more activities and more information.
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
The Early Head Start grants expand the proven benefits of early childhood development to low
income families with children under three and to pregnant women. Combined with last year's
grants, Early Head Start now totals 142 programs across the country. Using the Head Start
model, these programs enhance children's cognitive, social, emotional and physical
development; assist parents in fulfilling their parental roles; and help parents move toward
self-sufficiency.
The Healthy Tomorrows Partnership for Children program began in 1989 as a collaborative
venture between the Maternal and Child Health Bureau and the American Academy of
Pediatrics. Its purpose is to stimulate innovative programs that prevent disease and disability and
promote health and access to health care services for children nationwide.
Funded projects include a range of activities such as intervention and care coordination services
for children with special health needs and expanded perinatal care and parent education services.
The Child Care and Development Fund, brings together, for the first time, four Federal child
care subsidy programs and allows States to design a comprehensive, integrated service delivery
system to meet the needs of low-income working families. Additionally, the Child Care and
Development Fund sets aside a minimum of four percent of Federal and State funds to improve
the quality and availability of healthy and safe child care for all families
The Healthy Child Care America Campaign is a joint effort of the Child Care Bureau and the
Maternal and Child Health Bureau to promote the healthy development of children. The
Campaign seeks to enhance health education for child care workers and parents, support
programs' efforts to create healthy environments for children, and better link programs with
community health resources. The Action Step Strategy Sheets, Resources, and Examples
provide possible strategies that communities can use to implement particular action steps. The
strategies can be used by child care providers, health providers, families, child care regulators,
policymakers, and businesses.
nwic suppl. diet.
Companyn life of fain 24 wus
So many Thing interact to supp fam
ev day 200,000- -
as
P
8
ofory
child car - officers.
DOD.
for Voin
DEPARTMENT OF EDUCATION
Sen -
may -
The National Center for Early Development and Learning, established in 1996, has a five
year mission to identify and study issues of national significance to young children and their
families and to disseminate that information widely to researchers, practicing professionals and
families. The Center's research focuses on enhancing the cognitive, social and emotional
development of children from birth through age eight.
The Even Start Family Literacy Program is a family-focused program providing participating
families with an integrated program of early childhood education, adult literacy and basic skills
instruction, and parenting education. There are 576 local Even Start programs supporting
parents in every state and the District of Columbia. Even Start is an integral component of Title
I, the single largest federal program supporting K-12 education.
Ready-to-Learn Television provides for the development, production, and distribution of
educational and instructional video programming for preschool and elementary children and
their parents in order to facilitate the achievement of the National Education Goals. Support
materials are produced for young children, their parents, child care workers, and Head Start
providers to increase the effective use of the programming. There was $7 million was made
available in FY 1997.
In the Program for Infants and Toddlers with Disabilities States may make early intervention
services available to eligible infants and toddlers (birth through two years). Under the
Individuals with Disabilities Act (IDEA) states must provide special education services to
eligible preschool children (ages 3-5). Individual Family Service Plans are developed to
support children and meet their needs while supporting and building on the individual strengths
of the family. Support groups for parents such as Parent-to-Parent are available, as well as
parent training.
The Goals 2000: Educate America Act calls for parents to be involved in the development of
state and local Goals 2000 plans. In addition, Title IV of Goals 2000 calls for the
implementation of Parent Resource Centers in every state by the year 1998. The Centers
provide parents with training, information, and support in learning about the National Education
Goals and how to help their children -- from preschool through high school achieve high
standards. The activities of the centers include (1) coordinating with existing programs that
support parents in helping their children be ready for school and be able to reach high standards;
(2) developing resource materials and providing information about high quality programs to
families, schools, school districts and others through conferences, workshops and dissemination
of materials; and (3) supporting a variety of promising models of family involvement programs,
including Parents as Teachers and Home Instruction for Preschool Youngsters.
America Reads' Parents As First Teachers Challenge Grants The President's America Reads
Challenge to make sure that every child can read well by the end of the third grade includes
Parents as First Teachers Challenge Grants that will invest in proven efforts to provide assistance
to parents who want to help ensure their children read well. The grants will fund national and
regional networks to share information on how parents can help children to read, and fund the
expansion of successful local programs, such as the Home Instruction Program for Preschool
Youngsters (HIPPY) or the Parents as First Teachers (PAT) program.
Now is an intensive summer component of the President's America Reads
Challenge. More than 60 businesses and reading associations, community and religious groups
joined together with Education Secretary Richard Riley and have provided summer reading
partners to almost one million children.
U.S. DEPARTMENT OF JUSTICE
The Prenatal and Early Childhood Nurse Home Visitation Program seeks to improve the
health and social functioning of low-income; first-time mothers and their babies through nurse
home visits in the first two years of a child's life. This effort relies on a highly-regarded and
well-tested home visiting model. The Executive Office for Weed and Seed and the Office of
Juvenile Justice and Delinquency prevention joined with HHS's Administration for Children and
Families to support this project.
Through Safe Kids/Safe Streets, Office of Justice Programs' agencies are collaborating to
support efforts to reduce juvenile delinquency exploiting what we know about the connection
between child abuse/neglect and the subsequent development of violent and delinquent behavior.
This effort will work to break the cycle of child and adolescent abuse and neglect. It seeks,
thereby, to substantially reduce child maltreatment and fatalities, and ultimately to improve
outcomes for children and families.
Family Strengthening Training and Technical Assistance. This multi-faceted project
addresses prevention, early intervention, and effective crisis intervention through a range of
activities that includes: a publication of identifying exemplary family strengthening programs;
regional training conferences to showcase exemplary and promising programs, and training; and
technical assistance to interested sites that seek to enhance or establish a continuum of family
strengthening efforts.
U.S. DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT
The Early Childhood Development Program helps to provide quality child care opportunities
for families living in public housing communities. The program helps to establish childhood
development services to facilitate the employability of the parents or guardians who are residing
in public housing, and to provide early childhood development services to families who are
homeless or at risk of becoming homeless.
The Office of Lead Based Paint and Poisoning has as central to its mission the reduction of
childhood lead poisoning. Of the 64 million dwelling units that contain lead-based paint, 4
million have lead-based hazards and are currently occupied by young children. The HUD
program, combined with other local, state and federal funds, targets those houses where lead
poisoning rates are highest and where private financing is not feasible.
U.S. DEPARTMENT OF AGRICULTURE
The Food Stamp Program currently reaches over 13 million children--more than half of all
participants-each month. Over 80 percent of all food stamps--$18 billion in 1996-benefit
families with children. Over 85 percent of eligible children are served by the program-and
nearly 95 percent of those under age 5. Food Stamp benefits enable low-income families to
obtain a better diet by increasing their food purchasing power.
The Special Supplemental Nutrition Program for Women, Infants and Children (WIC)
provides a targeted package of nutritious food, nutrition education, and referrals to health and
social services to low-income childbearing women and children from birth to age 5. About 70
percent of all eligible low-income children under 5 participate. Virtually all eligible children
participate as infants-in fact, approximately 45 percent of all infants born in the U.S. receive
WIC benefits. WIC has been demonstrated to improve children's nutritional status,
immunization rates, and cognitive development. Children also benefit from their mothers'
prenatal WIC participation, which has been shown to reduce infant deaths, low birthweight, and
premature births.
U.S. DEPARTMENT OF LABOR
The Working Women Count Initiative has surveyed over 250,000 working women to find out
how they feel about their jobs what they liked, what they didn't like, and what they would
change. Overwhelmingly, they indicated they needed help in balancing work and family. These
findings provided support for future activities which included, sponsoring community child care
forums and publishing Care Around the Clock: Developing Child Care Resources Before 9 and
After 4. Since May, 1995 more than 10,000 copies of this publication have been distributed to
parents.
The Working Women Count Initiative also included The Honor Roll. To join the Honor Roll,
employers and organizations had to initiate programs or policies to make positive, concrete
change in the lives of working men and women and their families. Over the past two years more
than 1200 employers and organizations, public and private, large and small, have made pledges-
-from flexible work schedules to child care on snow days; from business school scholarships to
paid leave for participating in a child's school activities.
U.S. GENERAL SERVICES ADMINISTRATION
Federally Funded Child Care
Child Care for Federal Employees is a high priority of the Administration. Presently nearly 800
child care centers operate under the auspices of the Federal government throughout the United
States and at military installations around the world, making the nation's largest employer also
its largest supporter of worksite child care programs. The centers care for the children of both
government and non-government employees, many from the age of six weeks.
U.S. OFFICE OF PERSONNEL MANAGEMENT
Family-Friendly Leave Policies for Federal Employees support employees' family
responsibilities and enhance the commitment and productivity of the workforce. In particular
The Family and Medical Leave Act entitles covered Federal employees up to a total of 12
administrative workweeks of unpaid leave during any 12-month period for (a) the birth of a son
or daughter or care of the newborn; (b) the placement of a son or daughter with the employee for
adoption or foster care; # the care of a spouse, son, daughter, or parent with a serious health
condition; and (d) a serious health condition of the employee that makes him/her unable to
perform the duties of their job.
U.S. DEPARTMENT OF DEFENSE
Child Care System. DoD has the largest employer sponsored program in the country serving
over 200,000 children daily (ages birth -12). It includes: child development centers, family child
care homes, school-age care programs, and information and referral services.
Early Intervention and Preschool for Children with Disabilities/Delays. DoD provides early
intervention and special education to eligible DoD dependents living on military installations in
the United States or living in overseas locations. Nearly 2,000 infants and toddlers or preschool
aged children currently receive services such as special education, early intervention, physical,
occupational and speech therapy.
Family Centers and Child Development programs offer a range of parenting classes. The
programs aim to enhance the knowledge and skill of parents in dealing with young children.
Programs range from strategies for infants and toddlers, child development, discipline,
developmental activities parents can do with children and how to enjoy being a parent. Special
deployment programs help prepare service members and young children cope with the
separation of the parent.
DRAFT:2/20
CLINTON ADMINISTRATION EFFORTS TO SUPPORT THE
DEVELOPMENT OF AMERICA'S YOUNGEST CHILDREN
"Learning begins in the first days of life. Scientists are now discovering how young
children develop emotionally and intellectually from their very first days, and how
important it is for parents to begin immediately talking, singing, even reading to their
infants. We already know we should start teaching children before they start school."
President Bill Clinton
State of the Union Address
February 4, 1997
Preparing our children for the 21 st century is among our most important national priorities. Over
the past few years, scientific research has demonstrated that the earliest years of life -- before
children reach school age -- are critical to their cognitive, emotional, and physical development.
President Clinton is meeting the challenge to improve those years by investing in research,
supporting parents and caregivers, and strengthening programs that provide early intervention to
disadvantaged families. To build on this progress, the President and the First Lady will convene a
White House conference this spring to explore the implications of these recent scientific
discoveries for parents and policy makers.
Increased partcipation in Head Start, created Early Head Start for 0-3 year olds, and
improved program quality. For more than thirty years, Head Start has been one of our nation's
best investments. By ensuring that low-income children start school ready to learn, Head Start
pays for itself. For that reason, President Clinton has made expanding and improving Head Start
a priority of his Administration. Over the past four years funding for the program has increased
by 43%; the program now serves 800,000 low-income 3-4 year olds, including thousands of 0-3
year olds and their families. Initiated in 1994, Early Head Start now totals 142 programs across
the country, expanding the proven benefits of Head Start to low income families with children
under three. Over the last three years, the Clinton Administration has also invested significantly in
improving program quality, providing local programs with the resources they need to attract and
retain high quality teachers and ensuring the safety of Head Start centers. The President's 1998
budget proposal provides a $324 million increase in Head Start's budget, so that it can serve
122,100 more children than in 1993 while continuing to improve program quality, remains on
course to serve 1 million children by 2002.
Increased participation in WIC program. WIC Supplemental Nutrition Program provides
nutrition packages, nutrition education, and health referrals to low-income pregnant women,
infants, and children. Over the past four years participation has expanded by 1.7 million, from 5.7
to 7.4 million women, infants, and children. The increase in the President's budget proposal fulfils
his commitment to achieving full participation in WIC by the end of 1998. Research shows that
WIC prenatal services save Medicaid much more than they cost by reducing health care expenses
in the first 60 days after birth.
Raised Childhood Immunization Rates to an All-Time High of 75 Percent. The President's
Childhood Immunization Initiative focuses on five areas: 1)improving the quality and quantity of
vaccination delivery services; 2) reducing the vaccine cost for parents; 3)increasing community
participation, education and partnerships; 4)improving systems to monitor diseases and
vaccinations; and 5) improving vaccines and vaccines use. This initiative builds on the efforts of
the past four years which has achieved notable success: in 1995 seventy-five percent of two-year
olds were fully immunized -- an historic high. Funding for childhood immunization has more than
doubled since FY 1993. And this increase has resulted in tremendous savings because vaccines are
cost effective. For example, more than $21 are saved for every $1 spent on measles/mumps/
rubella vaccine and more than $29 are saved for every $1 spent on diphtheria/tetanus/pertusis
vaccine.
Improved Support for Infants and Toddlers with Special Needs. Under the Individuals with
Disabilities Education Act (IDEA), the Infants and Families Program supports the continuing
efforts of States to implement quality statewide systems of early intervention services for infants
and toddlers with disabilities. Over the past four years funding for the program has increased by
48% or $102.5 million. During the same period, the number of children served increased by 21.5
percent. An estimated 191,000 children will be served in FY 1998.
Enhanced Family Literacy Program. Even Start Family Literacy is a family-focused grant
program to improve the educational opportunities of children and their parents in low-income
areas by integrating family literacy activities, including early childhood education, adult education,
and parenting education. Over the past four years funding for Even Start has increased by almost
46% to support programs in every state and the District of Columbia.
Improved Child Care in Public Housing. The Early Childhood Development Program helps to
provide quality child care opportunities for families living in public housing communities, as well
as families who are homeless or at risk of becoming so. The program allows parents or guardians
who are residing in public housing, to get and keep jobs by ensuring that their children are cared
for. In 1996, $21 million was awarded to public housing sites across the country three times
more than in 1994.
Provided funding for Parent Resource Centers in 42 States. In addition to involving parents in
the development of state and local Goals 2000 education plans, the President's Goals 2000
program provides funding for each state to establish parent resource centers that help parents
learn how to help their children achieve high standards. The centers coordinate existing
programs, provide resource materials, and support a variety of programs that strengthen family
involvement in education. In fiscal year 1997, funding is available for support centers in 42
states, 14 more than in 1996.
Promoted Parents as First Teachers. The President's America Reads Challenge which aims to
ensure that every child can read well by the end of the third grade, includes Parents as First
Teachers Challenge Grants that will invest in proven efforts to support parents in helping their
children read well. The grants will fund the expansion of successful programs such as the Home
Instruction Program for Preschool Youngsters (HIPPY) and the Parents as First Teachers (PAT)
program. They will also fund national and regional networks to share information on how parents
can help children to read.
Supported Nearly 95% of all Children's Research. In fiscal year 1995, the federal government
spent an estimated $2 billion on research and development directly related to children and youth.
These funds were distributed among twelve federal departments, however The National Institutes
of Health (NIH) and the Department of Education account for nearly half of the research. NIH
now supports 32,000 grants in more than 1,700 universities, medical schools, and other research
institutions. This research has contributed to the recent advances in understanding early learning
and language development.
Maintained the Commitment to the Medicaid Guarantee for 10 Million Children Under 6
Years Old. This Administration has protected and, preserved, -- and now will improve on -- the
guarantee of Medicaid coverage for 37 million Americans, including 10 million children under the
age of 6. In 1995, the President vetoed the Republican Medicaid block grant proposal that would
have ended the guarantee of coverage for up to 4 million children by 2002. At the same time, the
President worked with States by granting 15 comprehensive Medicaid waivers and approving
many more State plan amendments that improve and expand coverage for children.
Seeks to Extend Health Coverage to Up to 5 Million Children. Although this Administration
has made great strides in protecting the health of America's neediest children, there is still much
to be done. In 1995, more than 10 million American children, 80% of whom have working
parents, had no health insurance. The President's budget takes three important steps to address
the problem of children who lack health insurance coverage:
1)
Provides annual grants to states to cover health insurance premiums for children whose
parents are in-between jobs;
2)
Utilizes State Partnership Grants to help working families, who are not eligible for
Medicaid, to purchase private insurance for their children; and
3)
Invests to expand Medicaid coverage by allowing states to extend one year of continuous
coverage to children eligible for Medicaid, intensifying outreach to children who are
currently eligible but not enrolled, and expanding coverage to reach poor children between
the ages of 13 and 18.
Increased Child Care Funding. Since 1993 federal funding for child care has increased by 22%,
providing quality services for over 660,000 children of whom 65% are under 5 years of age.
The newly established Child Care and Development Fund (CCDF) has made available $2.9
billion to States. This new program, authorized by the new welfare law, will assist low-income
families and those coming off welfare to obtain child care so they can work or attend school.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
15
Divider Title:
03/06 '97 09:39
ID:ZERO TO THREE
FAX: 2026380851
PAGE
2
ZERO
TO
THREE
Board of Directors
Kathryn E. Barnard
1. Berry Brazelton
National Center for Infants, Toddlers and Families
Maria D. Chavez
Robert N. Emde
Linda Gilkerson
MEMO FOR:
Nicole Rabner
Stanley I. Greenspan
Robert 1. Harmon
Irving B. Harris
FROM:
Gloria Johnson-Powell
Lynette Ciervo
Sheila B. Kamerman
Anneliese F. Korner
DATE:
1. Ronald Lally
March 6, 1997
Bernard levy
Alicia F. Lieberman
Samuel J. Meisels
RE:
ZERO TO THREE's National Parent Poll
Dolores C. Norton
Joy D. Osotsky
Jeree H. Pawl
Deborah A. Phillips
Kyle D. Pruett
Thank you for your kind note. We enjoyed meeting with you and Pauline and
Arnold 1. Sameroff
learning more about your plans for the Conference. Your focus on linking brain
Marilyn M. Segal
Rebecca Shahmoon Shanok
development research to practical parenting applications is consistent with what
Jack P. Shonkoff
we heard from parents in our last set of focus groups: they want more information
lynn G. Straus
Ann P. Turnbull
about what this research means to them in the daily care of their children.
Bernice Weissbourd
Serena Wieder
C. Cordon Williamson
I am writing to you to provide more information about the National Parent Study.
Barry 5. 7uckerman
National Poll
Life Members
Mary D. Salter Ainsworth
Peter Blos, Jr.
Peter B. Neubauer
ZERO TO THREE has hired Peter Hart Research to conduct a national poll of
Arthur H. Parmelee
1,000 parents on early childhood issues. More specifically, we will explore what
Julius B. Richmond
Mary Robinson
parents know and believe about early childhood development, where they go for
Pearl L. Rosser
information, what barriers exist for them in getting information and support, and
Albert 1. Solnit
Edward C. Zigler
who are the trusted "messengers." In light of the recent media attention on brain
development, we will ask questions about what this new brain information means
Founding Members
10 parents and what, if anything, they are doing differently. The poll will include
T Berry Brazelton
Selma Fraiberg
oversamples of African American and Hispanic parents.
Stanley L. Greenspan
J. Ronald Lally
Bernard Levy
We believe this national poll will reveal fascinating, quantifiable information on
Reginald S. Lourie
Peter B. Neubauer
parents' beliefs and knowledge on early childhood development. Because we will
Robert A. Nover
be releasing the results in mid-April, the timing of the Conference offers an
Sally Provence
Julius B. Richmond
opportunity for this opinion research to reach multiple audiences. We also agree
Albert 1. Solnit
with your view that our national parent study might be an interesting and concise
Leon 1. Yarrow
way to bring parent voices to the forefront of the Conference. In fact, if you are
planning for a media briefing, I'd be glad to talk with you about how the national
Executive Director
Matthew E. Melined
parent study findings can be incorporated.
Associate Directors
Carol P. Berman
Focus Groups
Emily S. Fenichel
jua 5. McGovern
734 15th Street, N.W. Suite 1000, Washington, D.C. 20005-1013 (202) 638-1144
Fax: (202) 638-0851
Publications: (800) 899-4301
Formerly the National Center for Clinical Infant Programs
03/06 '97 09:40
ID:ZERO TO THREE
FAX :2026380851
PAGE
3
In preparation for the poll, we conducted eight "exploratory" parent focus groups
and have attached a summary of those groups. One key finding is that while
parents believe that these years are important, they are unclear about the level of
significance and how much of an influence they play in their child's development.
For example, while they agree that children are learning during this period, they
feel that they have very little influence over their child's long-term intellectual
development. They also don't make the link between emotional and intellectual
development.
This information will be used by ZERO TO THREE to refine its public education
campaign which will be launched this year to increase awareness among parents
of the significance of the first three years of life and to provide them with
information on how to promote healthy development in their children.
I have attached a 3-page summary by Peter Hart Research on what will be
explored in the poll (which is part of a larger proposal on the study). We are
currently developing the questionnaire and would appreciate your thoughts on
questions to consider. 1 look forward to hearing from you.
Patricia F. Lewis
03/05/97 01:29:58 PM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Subject: Notes from meeting
Please let me know if I missed something.
Notes from 3/5 conference meeting and follow up:
- Title: "White House Conference on Early Childhood Development and Learning:
What new research on the brain tells us about our youngest children"
Nicole to get final approval.
- Overall goal for event: We talked about the conference as a way to get information and
resources out to anyone who works with parents or young children. It will emphasize the ways
in which the federal government can play a key role in helping strengthen families, as well as
highlighting what the rest of us can do.
- Announcement: Marsha will take the lead on seeing if the President and First Lady on
Monday can do an Oval Office announcement of a new executive order and the date for the
event. In planning for this, we need to be able to say something about what will come out of
it. (We'll have tapes and materials for parents, website, etc.)
- Panels: Nicole and Pauline will have options by Monday of various ways in which parents'
questions can be posed to panelists.
- Press preparations: We agreed to identify 10 stories by April 1 that illustrate the research
being done (most often with federal support) and how it's being put to use in programs across
the country. Pauline and Nicole will provide the initial list.
- Press lists: Pauline and Nicole will get lists from groups they're talking with.
- Invitations: We'll identify possible magazine editors/publishers as guests. Nicole has
examples of articles parenting pubs have run and will circulate copies.
- Sponsors: Nicole will schedule a meeting with Pat Butler. Pat and Marsha will talk about
magazines. We also need to check with counsel's office about using sponsors.
- Materials: The aim will be to produce, post-conference, a video tape, an audio, a printed
report to include Mrs. Clinton's remarks, synopses of information presented, resource guide
and an action sheet for parents.
- Regional events: Pat will continue to talk with Kris and Laura Schwartz about moving
forward with agencies on setting up regional watch events.
- Next meeting: We will meet again Friday. Time TBD
Message Sent To:
Pauline M. Abernathy/OPD/EOP
Nicole R. Rabner/WHO/EOP
Ann F. Lewis/WHO/EOP
Eli G. Attie/WHO/EOP
Elena Kagan/OPD/EOP
Marsha E. Berry/WHO/EOP
Noles from MN/HRC why
David Humburg
up DIH
pub pol
pereparation for resp. parathould
prenatal - ed (Degins there gest. period
*eally shild save educat in
K-12 pub com. has to he therefor The earnest yes.
community responsibility -ev. section.
*
This yr we are when. 0-3 - new we know, whole child
child
3-10
2)
10-15
not only stage of life
adolescents
use nutrition model
food for life -does
anyone Think we don't eveed to feed after 3
Mtg On will last we
R
r Lef, Porter caste ; wd like to heleve
rearly head start pub health outract
Karen flas - child Health facts -
even smallest unp
"I'm just not clear that were ready for cont -
4 send him memos.
i wid like to unveil - ** he will part
Pam - list Hawking - -GET
"we must he careful That we don't sead a synal that
Some screntists one better -
9 spread credit around.
NIH Scientists
fox proposals.
context of early child. der - not an oddity.
Sciendosts explain
Book event
T
Vivian Strant, Carnegri
Title I -change reading/whlath - X to states hared on
# of por districts -
Fritz Morev - gerrus
golta Muck of demanding Ca a lot from to
@
Bob Slarm = as Hopkins -guru success fall
Bridge receach/appl.
MSZ
PCAST - Childrens Initiative -
Com-
R&D Narming ifs degsing
feel
Mtz. - March 7,8
Big annonmement
later agency form you are
art of
R&D avnouncement
doc
X
speeches-
fax to him.
DRAFT
Good Early Child Development
Irving B. Harris
February 12, 1997
From time immemorial and for all species, one or both parents have been vitally interested in the
survival of their offspring - and done whatever they could to teach their young what they must learn
to survive. Of course, in the case of Homo sapiens, the course of instruction has changed over the
centuries. 5,000 years ago our ancestors lived in a hunting and gathering society with animal
predators and hostile tribes the main worries, plus all kinds of health risks.
In today's society, parents are increasingly aware that their children must learn new skills to get along
in our industrial society. First, they have to get along in social situations with thousands of other
people. No longer is a tribe of 50 individuals the setting in which the child will live; and the child will
probably live for 75 years or more, not an average of 20 or 30 years as was probably true 5,000 years
ago.
Today, parents still have to concern themselves about the child's health and safety, but in addition,
must get the child ready to attend school at age 5 or earlier. School is requisite if the child is to grow
up to live successfully in a global, competitive, industrial society. A good education is needed -
ability to read and comprehend and learn mathematical and scientific concepts well enough to later
get a job that will pay enough to survive well.
Most parents seem to have the instincts and training to succeed in nurturing their children in today's
world; but many do not.
The Carnegie Corporation, in 1992, under David Hamburg's leadership, organized a Task Force to
consider the development of today's children from the ages of 0-3. I was proud to have been asked
to be a member of that Task Force.
Science has learned a lot in very recent years about how early an infant begins to learn what we all
realize a child must learn. Modern science's new imaging equipment can look inside the brains of
mammals and even humans to see and image early brain development. Of course, this new science
is not yet well known to the public. It is still pretty new. And generally speaking, we have been
brought up to think that "education" starts in first grade, or maybe kindergarten. When most people
see a baby they tend to think and say, "Isn't it cute." Sometimes "Is it a boy or a girl?" There is little
thought that "it" is a young Homo sapiens developing a brain very rapidly - a brain which exceeds the
brain power of fellow mammals and birds and fish by a wide margin.
During the deliberations in the Task Force, I said several times during our meetings that I thought
2
that fewer than 1 out of 100 people in the United States understand what really goes on in good early
child development between the ages of 0 and 3.
Since the Carnegie Task Force published its report in April of 1994, and since the Brain Conference
in June of 1996, and, even more particularly, since the roll-out from that conference in the form of
the Time cover story of February 3, 1997, and President Clinton's talking about the importance of
0-3 in the State of the Union message in February of 1997 and the meeting of the National
Governor's Association addressed by David Hamburg, Rob Reiner and Bruce Perry in February,
1997, there is some reason to rejoice and feel that maybe more than 1 out of 100 now know that early
childhood development is important.
Clearly, there has been a widening of the audience; but I am inclined to believe that only a very tiny
fraction of people understand what really is meant by "good child development." In the discussions
I heard on C-Span following the Rob Reiner presentation, I gathered the definite impression from the
Governors who did speak that while they verbally stated they are committed to the concept, I wonder
whether they really understand the optimal opportunities of early childhood development and the
catastrophic effects if those opportunities are lost.
I searched for a metaphor. The best I could come up with: "It's dangerous to get bumped; try to
avoid it." Everyone might give lip service to this concept. It is easy enough to grasp, but it makes
a lot of difference whether the bump that one tries to avoid is from a waiter at a crowded cocktail
party or from an automobile speeding at 50 miles an hour. I think the importance of losing the
opportunity for learning while the window is temporarily open in the first weeks and months of life
must be likened to the risks involved in getting hit by a speeding car. Generally speaking, simply
proclaiming that Head Start or preschool is important presumes that good child development can
easily be achieved - all you have to do is say it is important and set up some Head Start programs and
make it easier for mothers to "obtain services." If this simplistic notion is typical of our new wider
audience, very little of significance will be achieved. Superficial acknowledgment of the problems
will not result in much more lively inquiring minds appearing in our schools in 2002.
Going back to 1960 when Lyndon Johnson introduced Head Start, I believe that there has been very
little progress in either politicians' or the public's understanding of the meaning of the concept. For
30 years there has been some acknowledgment that when a child is one year behind in development
by first grade, by age 10, that delayed development will show up as a gap of 2 or 3 years unless it is
prevented before the age of 6. Therefore, Head Start was created.
25 years later when George Bush was President, in speeches he subscribed to the importance of Head
Start. He increased funding to $2 billion a year, and the consequence was the nation was able to
enroll a significant percentage, well over 50%, of all 4 year olds. However, his administration made
very little attempt to get 3 year olds, 2 year olds or 1 year olds into Head Start programs.
The 40 Comprehensive Child Development programs funded by Senator Kennedy's legislative
initiative have been more or less successful in working with children 0-3. I think (what is the research
on this) their success is probably greater in rural Vermont and western Wisconsin than it is in inner
temporarily this
3
city environments, such as Chicago or Boston.
GOVERNOR
The National Governors Association, chaired by Bill Clinton, met with President Bush in
Charlottesville in 1990 and proclaimed that their first goal was to have all children in the United
States ready for school by the year 2000. They recognized, theoretically, the proposition that children
who are not ready for school not only are unlikely to learn, but damage the learning capacity of their
classmates in the public schools. Despite the Charlottesville declaration, practically nothing has been
done to increase the likelihood that "all children will be ready for school in the year 2000." In 1990,
those children had not yet been born. In 1997, they have been born and now we know how minor
are the efforts to ensure their optimal development.
What is the aim of good child development? How can it be described? It should be to make sure that
when a child is 2 years old, he or she has optimally developed the child's natural urge to be curious.
Children, from birth, should know that their parents or caregivers encourage them to be curious and
to explore. Furthermore, they should know that whenever they succeed in achieving a good result,
like reaching for a ball and playing patty-cake, or repeating a word that they hear repeated to them
(like Momma, Momma), that when they try, they are rewarded by the caregiver saying, "great job,"
"terrific," "you just did it," "that's wonderful," so that the child is rewarded for achievements and
knows what is expected of him, what pleases his caregivers (and later his teachers). The probability
is, and the new science is leading in this direction, that if the brain in the first and second year of life
does not develop the neural channels that result in motivation to be curious and motivation to want
to please a caregiver or a teacher, those neural pathways which do develop in all children will
atrophy. "Use it or lose it." If a child does not achieve good brain development by the age of 2, it
becomes increasingly difficult to intervene to try to improve that child's mental capacities.
From the child's standpoint, development is a 24 hour activity starting from birth. Subtract from that
24 hours, of course, the time that the child is asleep. It is only when the child is awake that a child
can learn. But a child is learning every second of the time that the child is awake, looking around,
listening to what is being said. A caregiver should consistently stimulate an infant from the very
beginning by talking quietly to the baby, letting the baby know the baby is loved, whether it is during
feeding or diapering or anytime the child is awake. During nursing, of course, is a wonderful time
for a constant stream of good conversation to come from the mom to the baby. It is the constancy
of the love and the affection and the consistency of expectations that the child sees.
If the child is exposed to some of that and then in the next half hour is exposed to the opposite, it
must be terribly confusing to a child. If a child is sometimes expected to do something, like listen to
reading and then 15 minutes later is slapped or told, "shut up" and "don't bother me," or propped up
in front of a television set with adults in the family ignoring that child, that kind of caregiver behavior
cannot be deemed to result in good child development. Nurturing a baby is a 24 hour job, 7 days a
week, 365 days a year to provide the loving environment that a child needs for really outstandingly
4
good child development. The nurturing cannot be off and on, particularly it cannot be violently
negative, either in what he sees or in what he personally experiences.
I doubt that the governors realize all this when they talk about understanding the need for good Head
Start programs or good preschool programs for all children. The few who spoke on C-Span think
they can achieve it with an extremely limited budget.
How can we describe in more cogent words than we have so far what it is that is meant by optimal
child development or best practices?
On Friday, February 7, I received a call from a woman who works for Fred Rogers. They are about
to undertake a new series of films to follow the series they have just done on violence. She was
asking me, among others, for ideas. I told her what my concerns were. It seems to me that if we
could show children in play at age 2 the huge difference that is apparent between kids who have had
the optimal nurturing VS. those who have had the opposite, you could have a visual demonstration
of how different an apathetic or an aggressive, acting out child is compared to a warm, friendly,
curious, exploring child. It should be clearly apparent in such films. She seemed taken with the idea,
but at this juncture, I have no reason to believe that they will undertake to make such films or, if
made, the films would demonstrate what I am talking about.
I have very recently witnessed close up the excellent nurturing of several children (including the
triplets born to my wife's daughter-in-law and son, born one year ago). I have also seen my great-
grandchildren in New York who have had loving mothers and loving fathers and lots and lots and lots
of reading and conversation from both their mothers and their fathers. These children know that they
are valued, wanted and expected to learn a great deal. It isn't that they have any notion that they
have to learn to get into one college or another college; it is just the fact that learning can be fun and
their parents show them that it can be fun. Their parents beam when the children do something to
be proud of. That approval encourages them to explore and learn on their own. That is a lot different
from what goes on in many homes, particularly with mothers who are depressed and who interact
very little or turn the care of the baby over to outside agencies or outside people who do not really
understand or care how a child is thinking or that a child's development is so vital to that child's
eventual success.
FEB 25 '97 11:36 AT&T FAX 9022FX
P.1
0
PHONE: 312-421-5200
FAX: 312-421-8185
FAMILY
FOCUS
Caring for the Future
0
FAX TRANSMITTAL COVER SHEET
DATE: February 25, 1997
TO: Nicole Ratner
FROM: Bernice Weissbourd
FAX NUMBER: 202-456-6244
COMMENTS:
TOTAL PAGES INCLUDING THIS PAGE:
6
310 S. PEORIA STREET, SUITE 510
CHICAGO, IL 60607-3534
FEB
25 '97 11:36 AT&T FAX 9022FX
P.2
It was good to talk to you about the plans for the White House meeting
on the implications of brain research in the first years of life. Having given
some thought to it since, my initial excitement has turned to a deep sense of the
potential impact this meeting could have. I see its importance on a number of
levels:
1)
Adding to the extensive public awareness campaign the "signature" of the
White House underscores the significance of the information
2)
Involving parents in the process and giving attention to parent's questions
and responses makes the academic information relevant and more readily
adapted by parents nationwide.
3)
Though programs for children and families are proliferating around the
country, a relatively small percentage include a focus on the early years.
Those at the Conference representing community programs and state
child-welfare and education systems which have developed and
implemented plans for zero to three years programming serve as a
stimulus to others to do likewise.
4)
The policies necessary to support zero to three programs on the state and
national level will emerge from the discussions, with recognition that the
answer is not only more funding.
I realize this defines four target audiences - the general public, parents,
program, developers, and policy makers - for whom information on brain
research should influence their thinking and work.
The questions that come to mind now are "How can all the target groups
be meaningfully involved at the meeting?" and "What are the possible
avenues for follow-up after the meeting?" As we said on the phone, a
goal is to have the message of the conference reverberate long after the
meeting itself is over.
1
FEB
25 '97 11:36 AT&T FAX 9022FX
P.3
I have a few suggestions for you to consider:
1)
Your plans for the first session are excellent, and if I can be of assistance
in getting a diverse group of articulate parents, do let me know. I hope
the parents you invite represent a wide spectrum - racially, ethnically, and
economically diverse. It would be helpful if the parents are also those
involved in their schools, local programs, or are natural leaders in their
communities.
2)
The second panel "How Does the Community Need to Respond" has a
program development and policy focus. Presenters should speak of their
work in terms of the issues around rallying many sectors of the
community to promote programs for families in the early years, the role
of state leadership, of parents and public advocacy, of dealing with
attitudinal barriers, etc. We might raise the question: "How do you make
sure communities have power?"
Emerging from such discussions should be recommendations for local,
state, and national policies necessary to carry a birth to three initiative
forward. Early Head Start, Family Resource centers developed through
the Family Preservation and Family Support Act, and Community-based
Family Resource Programs are a few national examples.
I have listed on a separate sheet some communities organizing
successfully around children and families and some states which have
initiated birth to three community-based and/or school-based programs
statewide. Communities without birth-three programs could discuss the
how and why of their plans to initiate them.
Respondents could be program directors, state and local legislators, and
administrators who are interested in or have been involved in planning
birth-three initiatives, possibly including a representative from the federal
Department of Human Services. Each respondent would deal with the
question of what can be done with this new information from his or her
particular vantage point.
2
FEB
25 '97 11:37 AT&T FAX 9022FX
P.4
3)
As a follow-up to the conference I think the Family Resource Coalition
with its connections to community programs and states systems all around
the country could be enlisted to develop a plan for promoting the birth to
three message through its materials, which are disseminated widely. FRC
could also expand its extensive technical assistance and training program
for communities and state systems to include the birth to three
information.
To assure that this effort results in high quality programming on-going
training will be a necessity, and Zero to Three is preeminantly qualified to
do that. FRC and Zero to Three have long been collaborators and each
could bring its particular expertise to bear on assuring that quality in
programs is integral to a nationwide focus on the early years.
3
FEB
25 '97 11:37 AT&T FAX 9022FX
P.5
Suggestions for community response panel:
Communities:
Ware County, GA
Established health centers and family resource centers in elementary
schools that had been closed. Local collaborative. Funded by state with
no new funding - re-financed through Medicaid.
Dr. Adrian Butler, pediatrician is the program founder.
Waycross, GA
912-287-9140
Caring Communities Program
Originally in an African-American community, St. Louis. Now,
throughout state. State funded comprehensive programs truly building
communities.
Kahtib Waheed, Director
4411 North Newstead
St. Louis, MO 63115
314-877-2001
Hampton VA
The Mayor and City Council, self-described as fiscal conservatives,
provided new and continued funding for family-oriented programs for the
early years, while other areas faced cutbacks. Implemented through
partnerships with City's elected leadership, business, city departments,
libraries and local hospitals.
States
North Carolina
Smart Start - statewide program focusing on children birth through 5
years. Goal is to ensure every child has access to comprehensive, high-
quality service that includes early childhood education, child care and
health care. Strong leadership from Governor Hunt
Robin Britt, Special Advisor to the Governor on Children and Families,
Raleigh, NC
919-715-4740
4
FEB 25 '97 11:38 AT&T FAX 9022FX
P.6
Vermont
Has established an extensive and excellent birth-to-three system statewide.
Corneluis Hogan, Director Department of Human Resources
802-241-2220
Dean will
103 S. Main Street
Waterbury, VT 05671
be Mere
New Mexico -
Statewide family support programs, grass-roots initiated, impressive parent
involvement
Maria Chavez, Director of Family Development Program
University of New Mexico, Albuquerque, NM
505-277-6943
Edith Mines
Washington
Legislation mandating Community Health and Saftey Networks throughout
state to build collaborations around the health and safety of families and
children. Fifty-four networks, managed by the Family Policy Council.
Fifty percent of network members must be families and citizens not
employed by state agency. Legislation was proposed by Democrats -
passed and maintained by Republicans.
Staff Director: David Brenna
360-902-7888
There are obvious gaps of information on this list, but if you are
interested in pursuing any of these programs I will get the necessary
details.
I don't know if this is helpful, but hope so. Look forward to talking to
you soon. I continue to feel this could be a great event with long lasting
effects.
5
Q-3unter
Ivving Harris &
Matthew 0-3 Exec Dir.
evolute in knowledge
historial content
Indo learn how The would works
CA
who's young to teach/ what
not only cogative debs taxt
are they Bearning?
- newt-science
learn emputing
- emother social
- - cuttural divisity transcends
pediation training of parents - focus groups say
movement in ped r der specialists rescept
in pedrative plactices.
when fathers get engaged - kido are better problem solvers,
do better in math
kyle Prutt.
Atudies - when wen inv
father charlenge to
histonal context.
(arsenal)
mem solve for kind
solve aprob solve
that people parents know
people parents after don't Thank my are affecting
intellectural for
empowerment reinforment
Zero to Three Aubscriber, grantees
9 am n/ Disab. Act - tech assistance contract.
start Barly Huldhord grants
from preo academ - many speciality
training
conveners provide form for Those.
Natural kentnckay Count on Fan Itaay & tab to
fathering [ guardparentary Themes.
dev. precoment love on old sumpledge- haref
predictable series of Buings HRC uddo.
unhwered time "raves given for parents
practical
dise
one-surove of child -let Child
direct interaction
process of story-telleds
20A annis
celebration -
October
D.C.event
pregosal
IVEA,
On Hill: education :yn Tearly, why curp
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
16
Divider Title:
Draft
of get
EXECUTIVE SUMMARY
Rethinking the Brain
New Insights into Early Development
Conference Report
Brain Development in Young Children:
New Frontiers for Research, Policy and Practice
Organized by the Families and Work Institute
June 1996
lungh
Funded by
Carnegie Corporation of New York
The Charles A. Dana Foundation, Inc.
The Harris Foundation
Robert R. McCormick Tribune Foundation
A
father comforts a crying newborn. A mother plays peekaboo with her ten-
month-old. A teacher reads to a toddler. And in a matter of seconds, these children's
growing brains respond. Brain cells are "turned on," activated by this particular
experience. Existing connections among brain cells are strengthened, and at the
same time, new connections are formed, adding more definition and complexity to
the intricate circuitry that will remain in place for the rest of these children's lives.
We didn't always know it worked this way. Until recently, it was not widely
believed that the brains of newborns could be so active and so complex. Nor
did we realize how flexible the brain is. Only 15 years ago, neuroscientists
assumed that by the time babies are born, the structure of their brains was
genetically determined. Thev did not recognize that the experiences that fill
a baby's first days, months and years have such a decisive impact on the
architecture of their brains, or on the nature and extent of their adult
capacities. Today, thanks in part to decades of research on brain chemistry
and sophisticated new technologies, neuroscientists are providing evidence
for assertions that would have been greeted with polite skepticism ten or
Until recently, it
twenty years ago.
In June 1996, a two-day conference was convened at the University of
was not widely
Chicago by the Families and Work Institute to discuss new knowledge about
early brain development and its implications for children in the United
States. Entitled Brain Development in Young Children: New Frontiers for
believed that the
Research, Policy and Practice, the conference affirmed that the nation as a
whole has a vital stake in its youngest children's learning and healthy
development. The conference brought together professionals from the
neurosciences, developmental and clinical psychology, medicine, education,
brains of newborns
human services, the media, business, and public policy to look at what we
know about the brain and how that knowledge can and should inform our
efforts to improve results for children and their families. The proceedings
could be so active
and a range of background materials provided by participants and other
researchers served as the basis for the conference report, which is
summarized here.
and so complex.
1. Breakthroughs in Neuroscience -
Why Now?
Every field of endeavor has peak moments of discovery and opportunity-
when past knowledge converges with new needs, new insights, and new
technologies to produce stunning advances. For neuroscience, this is one
such moment Certainly, the development of new research tools has been a
crucial factor. New brain imaging technologies have made it possible to
investigate-and get a glimpse of-how the brain develops and how it works.
Brain research has been stimulated, in part, by growing concern about the
status of children in America-not only their academic achievement, but also
their health, safety, and overall well-being. Two decades of research in
diverse fields have confirmed the importance of the first few years of life.
Given these findings, more Americans are expressing misgivings about the
effectiveness of investments and educational reform efforts that begin only
when children reach the age of five. There is growing consensus. among
Rethinking the Brain Executive Summary
2
decision makers in many fields. that efforts to recast policy and reconsider
the best use of public resources must begin with clearheaded thinking about
how brains develop.
II. What Have We Learned?
The literature and the research presented at the June 1996 conference point
to five key lessons that have the potential to reframe research, policy, and
For most of the first
practice in diverse fields.
1. Human development hinges on the interplay between
decade of life,
nature and nurture.
Much of our thinking about the brain has been dominated by old
children's brains
assumptions-chat the genes we are born with determine how our brains
develop, and that in turn how our brains develop determines how we interact
with the world. Recent brain research disproves these assumptions.
Neuroscientists have found that throughout the entire process of
are more than
development, beginning even before birth, the brain is affected by
environmental conditions, including the kind of nourishment, care,
surroundings, and stimulation an individual receives. The impact of these
environmental factors on the young is dramatic and specific, not merely
twice as active as
influencing the general direction of development, but actually affecting how
the intricate circuitry of the human brain is "wired." And because every
individual is exposed to different experiences, no two brains are wired the
those of adults.
same way.
The developing brain produces many times more neurons (brain cells) and
more synapses (connections among brain cells) than it will eventually need.
Most of the extra neurons are shed by the time a baby is born. But in normal
growth and development the number of synapses increases markedly in the
first four years, and then holds steady throughout the first decade of life. In
this way, a child's brain becomes super-dense, with twice as many synapses
than it will eventually need. Brain development is, then. a process of
pruning: those synapses that are formed and reinforced by virtue of early
experience tend to become permanent; the synapses that are not used tend to
be eliminated. In this way, as babies and toddlers gain more experience,
positive or negative, the brain's wiring becomes more defined. This process
requires considerable energy; for most of the first decade of life, children's
brains are more than twice as active as those of adults.
New knowledge about brain function should end the "nature or nurture"
debate once and for all. A great deal of new research leads to a single
conclusion: how humans develop and learn depends critically and continually
Rethinking the Brain Executive Summary
3
on the interplay between nature (an individual's genetic endowment) and
nurture (the nutrition, surroundings, care. stimulation, and teaching that are
provided or withheld). The impact of nature and nurture in shaping human
development should not be measured quantitatively; genetic and
environmental factors have a more dvnamic. qualitative interplay that cannot
be reduced to a simple equation. Both are crucial.
2. Early care has decisive and long-lasting effects on how
people develop and learn, how they cope with stress, and
Neuroscientists are
how they regulate their own emotions.
Some people have long known-and psychological studies have shown-that
finding that a
babies thrive when they receive warm, responsive early care; now we are
beginning to understand the biological mechanisms that underlie this
knowledge. Recent brain research suggests that warm and responsive care is
strong, secure
not only comforting for an infant; it plays a vital role in healthy
development. Warm and responsive care means meeting babies' basic needs
attachment to a
for food and shelter as well as responding to their moods and efforts to
communicate. The care children receive directly affects the formation of
neural pathways.
nurturing adult can
In particular, individuals' capacities to control their own emotional states
have a protective
appear to hinge, to a significant extent, on biological systems shaped by their
early experiences and attachments. There is no single "right" way to create
this capacity; sensitive care can take many forms. But children who are
biological function,
emotionally neglected or abandoned very early in life often have difficulty
with such brain-mediated functions as empathy, attachment, and emotional
helping a growing
expression.
Neuroscientists are finding that a strong, secure attachment to 3 nurturing
child withstand the
adult can have a protective biological function, helping a growing child
withstand the ordinary stresses of daily life. These are the implications of
studies that have gauged children's reactions to stress by measuring the levels
ordinary stresses of
of a steroid hormone called cortisol in their saliva. Researchers have found
that adverse or traumatic events, whether physical or psychological, can
daily life.
elevate an individual's cortisol level. Chronically high cortisol levels can
make a child vulnerable to processes that lead to the loss of some neurons
and, just as importantly, reduce the number of synapses in certain parts of
the brain. And in fact, children with chronically high cortisol levels have
been shown to experience more delays in cognitive, motor, and social
development than other youngsters. But new research shows that babies who
receive warm and responsive care in the first year of life are less likely to
respond later to minor stress by producing cortisol than other children. And
when they do react to stress by producing cortisol, they can turn off the
response more quickly and efficiently. This protective effect appears to last
throughout childhood and beyond.
Rethinking the Brain Executive Summary
4
3. The human brain has a remarkable capacity to change, but
timing is crucial.
There is mounting evidence of the brain's neuroplasticity. This means that
the brain has the capacity to change in important ways in response to
experience. We now have scientific evidence that the brain is not a static
entity, and that an individual's capacities are not fixed at birth. There are few
preset limits to an individual's learning potential. The brain itself can be
altered-or helped to compensate for problems-with appropriately timed,
intensive intervention. In the first decade of life, the brain's ability to change
While learning
and compensate are especially remarkable.
Because the brain has the capacity to change, parents and other family
continues
members, friends, child care providers, teachers, doctors, and others have
ample opportunities to promote and support children's healthy growth and
throughout the life
development. But timing is critical. While learning continues throughout
the life cycle, there are optimal periods of opportunity-"prime times"
during which the brain is particularly efficient at specific types of learning.
cycle, there are
For example, the brain is best able to acquire language skills during the first
decade of life, when synapse density and metabolic activity in the part of the
optimal periods of
brain that processes language are very high. In the neurobiological literature,
these times are called "critical periods."
opportunity-
4. The brain's plasticity also means that there are times
when negative experiences or the absence of appropriate
"prime times"
stimulation are more likely to have serious and sustained
effects.
during which the
New knowledge about the vulnerability of the developing brain to
environmental factors suggests that early exposure to nicotine, alcohol, and
brain is particularly
drugs (in utero and in the postnatal environment) may have even more
harmful and long-lasting effects on young children than was previously
efficient at specific
suspected.
A number of studies indicate that maternal smoking during pregnancy can,
types of learning.
in some cases, affect brain development, inhibiting neuron growth. It can
also have an impact on the brain's biochemistry and can alter DNA and RNA
synthesis in the brain. Children exposed to nicotine before birth appear to be
at higher risk of developmental delays or impairments. And in fact, research
suggests that the children of mothers who smoke during pregnancy have
somewhat higher rates of neurobehavioral difficulties, including inattention,
impulsivity, and hyperactivity.
To an even greater degree than nicotine, exposure to cocaine in utero may
affect the brain's biochemistry. Early in gestation, it can disrupt the
migration of neurons up the cortical wall. Later in the prenatal period,
Rethinking the Brain Executive Summary
5
exposure to cocaine can interfere with the production ot synapses. Many
children exposed to cocaine in utero have been found to have difficulty with
attention, and appropriate responses to stress.
After birth. exposure to adverse environmental conditions can also have
harmful effects on brain development. Early experiences of trauma or
ongoing abuse, whether in utero or after birth, can interfere with
development of the subcortical and limbic areas of the brain, resulting in
extreme anxiety, depression, and/or the inability to form healthy attachments
to others. Adverse experiences throughout childhood can also impair
While not all babies
cognitive abilities, resulting in processing and problem-solving styles that
predispose an individual to respond with aggression or violence to stressful
of depressed
or frustrating situations.
mothers show
A number of researchers have focused their attention on specific
circumstances that may interfere with warm and responsive care during
negative effects,
critical periods, including maternal depression. While not all babies of
depressed mothers show negative effects, maternal depression can impede
maternal
healthy brain development, particularly in the part of the brain associated
with the expression and regulation of emotions. Post-partum depression that
depression can
lasts only a few months does not appear to have a lasting impact; but babies
who are from six to eighteen months old when their mothers suffer from
impede healthy
depression appear to be at greater risk. When mothers are treated for or
recover from depression, their young children's brain activity and their
brain development,
behavior can improve significantly.
particularly in the
Many of the risk factors described above occur together, thereby jeopardizing
the healthy development of young children. Research additionally shows that
part of the brain
many of these risk factors are associated with or exacerbated by poverty.
Today, fully a quarter of American children under the age of six are growing
associated with the
up in poverty. Economic deprivation affects their nutrition, access to medical
care, the safety and predictability of their physical environment, the level of
expression and
family stress, and the quality and continuity of their day-to-day care.
regulation of
5. Evidence amassed by neuroscientists and child
emotions.
development experts over the last decade point to the
wisdom and efficacy of prevention and early intervention.
Study after study shows that well-designed programs created to promote
healthy cognitive, emotional, and social development can improve the
prospects-and the quality of life-of many children, and in some cases can
even ameliorate conditions once thought to be virtually untreatable, such as
autism or mental retardation.
A number of widely-known, well-documented studies of programs designed
to help infants and toddlers and their families, suggest that well-conceived,
Rethinking the Brain Executive Summary
6
well-implemented programs can brighten children's futures. The efficacy of
early intervention has been demonstrated and in some cases replicated in
diverse communities across the nation. Children from families with the least
formal education appear to derive the greatest cognitive benefits from
intervention programs. Moreover. the impact of early intervention appears
to be long-lasting, particularly when there is follow-up during the
elementary school years.
Intensive, developmental care also improves the prospects of preterm
infants, who come into the world with brains that have had less time to
The efficacy of
mature in the protected intrauterine environment, and are therefore even
more vulnerable to the environment. Traditionally, these babies have spent
their first weeks in incubators or isolettes, with bright lights, beeping
early intervention
monitors, and little human contact Research has shown that responsive care
in a more soothing environment can significantly increase preterm infants'
has been
chances for physical and mental health. while substantially reducing hospital
stays and costs.
demonstrated and
New insights into the brain's early development and functioning have
allowed some researchers to address neurological impairments with greater
in some cases
precision. For example, with the aid of brain imaging (MRI) studies,
researchers have been able to study and detect auditory processing problems
replicated in
in babies six to nine months old before language impairment becomes
evident. Once a problem has been pinpointed, specific, individualized
diverse
interventions can be introduced at a time when the brain's plasticity is
particularly marked.
communities across
the nation.
III. Where Do We Go From Here?
In most spheres of knowledge, what we don't know far exceeds what we do
know. Brain research is no exception. Coming years promise to vield new
discoveries about how the brain develops and how children's capacities grow
and mature. Neuroscientists are likely to shift their attention from general
questions about how brain circuitry is formed to more specific investigations
of the functions of specific regions of the brain-including how, and how
much, they are influenced by the environment.
There appeared to be considerable agreement among conferees around key
assertions summarized in this report, including the importance of the
interplay between nature and nurture; the extent and rapidity of early
development: the brain's remarkable plasticity; the importance of strong,
secure early attachments; and the efficacy of prevention and early
intervention. In addition, three key principles of societal response emerged
in the discussions:
Rethinking the Brain Executive Summary
7
First do no harm. New insights into the brain suggest that the principle
that guides medical practice should be applied just as rigorously to all
policies and practices that affect children: first do no harm. That means
allowing parents to fulfill their all-important role in providing and arranging
for sensitive, predictable care for their children. Any and all policies or
practices that prevent parents from forming strong, secure attachments with
their infants in the first months of life need urgent attention and reform. At
the same time, parents need more information about how the kind of care
they provide affects their children's capacities. First do no harm also means
mounting urgent, intensive efforts to improve the quality of early care and
education.
Families may rest
Prevention is best, but when a child needs help, intervene
quickly and intensively. Knowing that early experience has such a
assured that in
strong influence on brain development, parents may worry that every
unpleasant sensation or upsetting experience will become a neurological
nightmare. Families may rest assured that in most cases, a history of
most cases, a
consistent, warm and responsive care cushions children from the occasional
bumps and bruises that are inevitable in everyday life. In most cases, children
history of
can recover even from serious stress or trauma. And if they are given timely
and intensive help, many can overcome a wide range of developmental
consistent, warm
problems. To have the greatest impact, interventions must be timely and
must be followed up with appropriate, sustained services and support. More
detailed knowledge about specific aspects of brain development and
and responsive
functioning will allow the design of interventions that more closely match
children's needs.
care cushions
Promote the healthy development and learning of every child
children from the
of every age, every demographic description, and every risk
category. If we miss early opportunities to promote healthy development
and learning, later remediation may be more difficult and expensive, and
occasional bumps
may be less effective given the knowledge and methods that are currently
available. However, this theme was sounded repeatedly: risk is not destiny.
and bruises that
Numerous cases were cited of individuals who have thrived despite adverse
conditions. The medical, psychological, and educational literatures contain
are inevitable in
sufficient examples of people who develop or recover significant capacities
after critical periods have passed to sustain hope for every individual, and to
support ongoing efforts to enhance the cognitive, emotional, and social
everyday life.
development of youth and adults in every phase of the life cycle.
Implications for Policy and Practice
New insights into early development confront policy makers and
practitioners in many fields with thorny questions and difficult choices. As
we move into the next century, our children need and deserve policies that
reflect the importance of the early years, and that embody the principles that
emerged from the brain conference: first do no harm; use prevention, but if a
Rethinking the Brain Executive Summary
8
child needs help, intervene quickiv and intensively; and promote the healthy
development of every child.
In particular, new knowledge about early development adds weight and
urgency to the following policy goals:
Improve health and protection by providing health care
coverage for new and expectant parents. Neuroscientists
emphasize that the prenatal period is an active period of development. And yet,
about one in four pregnant women receives little or no prenatal care. The first
three years of life are also filled with opportunity and risk, but some three
As we move into
million children in this age span are uninsured or underinsured.
Promote responsible parenthood by expanding proven
approaches. All parents can benefit from solid information and support as
the next century,
they raise their children; some need more intensive assistance. There is
research evidence that certain parent education/family support programs
promote the healthy development of children, improve the well-being of
our children need
parents, and are cost-effective.
Safeguard children in child care from harm and promote their
and deserve
learning and development. Researchers have found that the nation's
youngest children are the most likely to be in unsafe, substandard child care.
More than one third are in situations that can be detrimental to their
policies that reflect
development, while most of the rest are in settings where minimal learning is
taking place. We can do better. Studies show that it is possible to improve
quality, creating settings in which children can thrive and learn.
the importance of
Enable communities to have the flexibility and the resources
they need to mobilize on behalf of young children and their
families. Efforts are now underway across the nation to mobilize
the early years.
communities on behalf of young children and their families. Many localities
are bringing together decision makers to create a vision of the kind of
community they want to be part of, to develop goals and sustainable strategies
for achieving that vision, to determine how to finance their efforts, and to
make provisions for gauging results. These efforts need and deserve support
from national, state, and local leaders, as well as from leaders of business, the
media, community organizations, and religious institutions.
In short, new insights into early brain development suggest that as we care for
our youngest children, as we institute policies or practices that affect their day-
to-day experience, the stakes are very high. But we can take comfort in the
knowledge that there are many wavs that we as parents, as caregivers. as
citizens, and as policy makers can raise healthy, happy, smart children. We can
take heart in the knowledge that there are many things that we as a nation can
do, starting now, to brighten young children's future and ours.
Rethinking the Brain Executive Summary
9
rev. 1-31-97
38
FACTOID # 8 A
THINGS YOU MIGHT NOT KNOW - PRESIDENT CLINTON & THE FIRST LADY
INT. WHITE HOUSE - NIGHT
The President and First Lady are watching the show.
FIRST LADY
What are you thinking?
PRESIDENT
I was thinking back to when Chelsea
was little. There were so many
things that we didn't know about the
first three years. And now that
she's going away to college and all
FIRST LADY
of life
You're not sure if we did right by
her?
PRESIDENT
I hope we did.
All
FIRST LADY
Well, let's review Did we read to
her when she was a baby?
FL.
Every night PRESIDENT and remember how much
Bell, when
How ed Iever DIRST forget
LADY
She loved it >
you read bould light her
Did we sing to her?
I'll neve for forget PRESIDENT pause) well, And to Think that
And to mink E/S insales
You did. I played the saxophone.
actually helped her
FIRST LADY
brain develop,
That counts.
as well.
Pres
PRESIDENT talk to &hold her
Did we give her enough physical
nurturing?
FIRST LADY
I don't think we could have hugged
her more if we tried.
PRESIDENT
So, her Serotonin level is
rev. 1-31-97
38A*
FIRST LADY
I'm sure it's fine. Bill, back then
none of us knew just how critical
those first three years were, but I
think we had some pretty good
instincts. And Chilson tid. two.
(more)
POIUS
"gan us
even then 9 lot of plus
let us know
andrenelsea gateus some
pretty good feedback
when we were doing the
right thenge, Hike reading
and singing.
rev. 1-31-97
39*
FIRST LADY (cont' 'd)
We gave her lots of love and
attention. And that's the most
important thing a parent can do. I'm
sure she'll be just fine.
PRESIDENT
I feel a lot better. You want to
play some hearts?
FIRST LADY
After the show.
They turn back to the t.v.
rev. 1-31-97
40*
SECOND VERSION
INT. HOME BASE
TOM
At the end of the show we will be
giving you an 800 number which will
offer both material addressing
parents most asked questions as well
as a directory of early childhood
parenting services in your area. But
before we say good night there are
two more things you might not know.
And here are a concerned mother and
father to tell you about them.
CUT TO:
FACTOID # 8 B
THINGS YOU MIGHT NOT KNOW - PRESIDENT CLINTON & THE FIRST LADY
INT. WHITE HOUSE - NIGHT
The President and First Lady are seated somewhere in the
residence.
FIRST LADY
Thank you, Tom. You might not know
that although science clearly shows
us that in the course of a lifetime
the vast majority of a person's
growth and deve Popment takes place in
the first three years, historically,
we as a nation have devoted the
fewest resources to that time period.
PRESIDENT
You also might not know, but this
administration has pledged to change
those priorities in order to give
parents the tools they need to
provide their children with a strong
foundation in their early years.
Toward that end
(Add policy ideas
here)
CUT TO:
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
17
Divider Title:
WHITE HOUSE POLICY COORDINATION AND DEVELOPMENT STRATEGY
TO TARGET EARLY CHILDHOOD DEVELOPMENT
The White House Conference on Early Learning and the Brain presents a unique opportunity to
highlight the Clinton Administration's ongoing commitment to enhancing the development of
children during their earliest years of life.
Our Administration policy goals for the Conference are:
1.
To highlight successful, existing programs throughout the federal government that bear
on the earliest years of a child's life; and
2.
To announce further initiatives.
Toward that end, the President has will issue an Executive Memorandum to all the heads of
departments and agencies throughout the government to provide, in thirty days, lists and
assessments of existing programs and planned projects, as well as proposals for additional
projects that will enhance early childhood development. The Executive Memorandum also calls
for the establishment of a senior level interagency working group to share, examine, and develop
these plans.
Interagency Working Group
While the Executive Memorandum will direct the Departments to report to the White House
formally, we will continue to work with the Departments through the Interagency Working
Group to develop the best initiatives for announcement at the Conference. While the bulk of the
work on early childhood development is being done at the Departments of Education, Health and
Human Services, and Justice, it is clear that the mission and activities of nearly all federal
agencies bear on this important issue.
February 19, 1997
MEMORANDUM FOR THE HEADS OF EXECUTIVE DEPARTMENTS AND AGENCIES
SUBJECT:
Federal Policies Targeted to Children in Their Earliest Years
Over the past few years, scientific research has demonstrated that the earliest years of life --
before children reach school-age -- are critical to cognitive, emotional, and physical development.
We know that emotional nourishment, intellectual stimulation, parental and community support,
good nutrition, proper health care, quality child care, and safe housing during the first years of life
form the foundation for a child's ability to learn, thrive in school, work productively and
contribute fully to society.
Across the federal government, we are making great strides to enhance development during the
earliest years of life, before a child reaches school, by investing in research, educating parents and
caregivers, and supporting programs that provide early intervention to disadvantaged families. I
am committed to accelerating our efforts to target the earliest years of life. We all have a stake in
ensuring that every child is given the opportunity to fulfill his or her God-given potential.
Today, I am directing the heads of executive departments and agencies to report to me in thirty
days with:
1.
a comprehensive list and assessment of existing projects and programs that target the
earliest years of life -- including any qualitative or quanitative evidence of success, as well as
current funding level and number of clients served -- and a description of proposed improvements,
if any are needed, to such projects and programs;
2.
a comprehensive list and assessment of planned projects and programs that target the
earliest years of life, including projected funding levels and number of clients to be served; and
3.
specific proposals for additional projects and programs that could be undertaken to
improve the earliest years of life that do not require new spending, or that can be undertaken this
year within the proposals in the FY 1998 Budget, or that could be developed for consideration for
the FY 1999 Budget, within the limits of my Balanced Budget Plan.
I am also directing the establishment of a senior level interagency working group to share,
examine, and develop these assessments and plans.
cived pare didn't
(
Run arthor vombado
toxins
predical school-
of kids - EPA project pub - owerenero
info - label on striff 1
Thing offects children
(Cumm lead contamination
Real Btate
Defense next -
ED/COM.
affects of whing environment.
psychaffect of sigle parent
monthsty
Yuk!
Affect of smoking - 35
being away from
huddren - eathy habits.
studies controlled environment
Fed rel. over - parenting
barrers to perental involvement.
Culture of fed. wriplace. / how consupports
new parention
eximp parents
Infunio - nina school
system of el (see schools )
23 states
Its from HRC
to Mrs. Bush.
inferm
early challhood
Parents as Teachers -
Famlit.
benefits feast analysis
25- -
Justice - early-ys
- expresure to VIG lence irrues
- couldabuse/ request
utilizing covempolicing
eno is truin come gel of
child der -
inivediate referrals
framing early yes - upand
trany -
to
cases, fasher care
bacedec in
Aliend paying attention the Gam davids. CB
FEWA
Day cac - OR bowling - connectly -
nati one who broadeasf
decarder -
Caroline Golden, SA.
HHS
medicaid Outreachl mi trature
Broader Mildrens health initiative
father trood - AND - one ea -
many engageng men of 4 hrung children
Din report?
Child care -
DOT
nexus of all dept HND
Hearthy Ghild Care campaign
Defena-layest arpart Hodden
sup in for
Early Head Start: signature of
-take under for leadingthe way
Challenge - release of info
for Conf.
uts shull up to parents.
INTERAGENCY WORKING GROUP ON EARLY CHILD DEVELOPMENT
MEETING AGENDA
FEBRUARY 28, 1997
12:30 - 1:30 pm
ISSUES FOR DISCUSSION:
1.
Child Care -- health/safety/quality/standards
2.
Effective Parenting -- supporting parents, particularly new parents
3.
Health Issues -- budget/leg. proposals aside, discussion of other ideas
3
Nicole R. Rabner
02/28/97 11:29:14 AM
Record Type:
Record
To:
Elena Kagan/OPD/EOP
CC:
Pauline M. Abernathy/OPD/EOP, Jeanine D. Smartt/OPD/EOP
Subject: today's meeting
AGENDA.F
The attached agenda for today's 12:30pm interagency meeting is not for distribution, but rather to
guide our discussion of three general issue areas, as we discussed.
We think you can open the meeting by saying that you know the departments are working on their
responses to the Exec. Memorandum (which we will distribute) and that they also are working on
the interim memos of ideas and proposals you had asked for in our first meeting (Jeanine, I believe,
had asked for by Wednesday but to my knowledge has not received any).
You can say that the purpose of this meeting is to have an informal discussion on three issue areas
about which the President and HRC feel strongly and which we hope will be a part of the
discussions at the Conference. As the attached agenda lays out, those three areas are:
--child care (issues of health, safety, quality)
--supporting parents
--health issues (beyond or expandin on current leg proposals).
We can also, if you'd like, give an oral overview of the layout of the Conference and solicit ideas
and advice
THE WHITE HOUSE
WASHINGTON
February 11, 1997
MEMORANDUM FOR HEADS OF DEPARTMENTS
FROM:
BRUCE REED Bark
Assistant to the President for Domestic Policy
ELENA KAGAN EK
Deputy Assistant to the President for Domestic Policy
SUBJECT:
Formation of Interagency Working Group on Early Childhood Development
As the President announced in his State of the Union Address, he and the First Lady will
hold a White House Conference on Early Learning and the Brain this Spring. In conjunction
with this Conference, and in light of recent scientific research on neurological development, the
Administration will engage in a broad-based review of policy affecting our youngest children.
As this review goes forward, the Administration will highlight ongoing and new initiatives to
support these children and their families.
To initiate this effort, the President will issue an executive memorandum asking each
agency to identify policies and proposals to enhance early childhood development. This
memorandum also will call for the formation of a senior level interagency working group to
share, examine, and develop these plans. Attached is a draft of this memorandum.
We will hold the first meeting of this working group on Friday, February 14, from 1:30-
2:30 p.m. in Room 472 of the Old Executive Office Building. We would like you to designate a
Presidential appointee to join this working group and attend this meeting. Because the President
wishes to issue the executive memorandum shortly after this meeting, your designee should
provide any comments you have on the memorandum before or at the meeting. In addition,
designees should bring with them a list of the three to five programs or initiatives relating to
early childhood development that your agency, at this early stage in the process, would most like
to highlight. Given the Administration's commitment to a balanced budget and fiscal discipline,
each agency should indicate the level of new funding, if any, these initiatives would require.
Please feel free to contact either of us with any questions.
Attachment
Carnegie Corporation of New York
437 Madison Avenue, New York, N.Y. 10022
(212) 371-3200
Telex: US166776
Fax: (212) 754-4073
Michael H. Levine
Program Officer
February 25, 1997
Jeanine Smartt
Policy Analyst, Domestic Policy Council
The White House
Old Executive Office Building
1600 Pennsylvania Avenue, Room 217
Washington, DC 20500
Dear Jeanine:
Thanks very much for touching base with me today. We are delighted that the meeting
planning is really taking shape. Enclosed are some background materials that should be useful to
your group: the most recent brain report draft from Families and Work Institute, background on
Carnegie's Starting Points follow-up in sixteen states and cities; some suggestions of strong
speakers and other leaders to consider for participation, and an agenda and participants list from
Carnegie's conference held in April 1994 to release the Starting Points report.
Our team will soon provide additional names of potential speakers and conference
participants for you consideration. We very much look forward to working with you. If you
need assistance, do not hesitate to call.
Sincerely,
Michard
Michael H. Levine
MHL/skw
Enclosures
THE WHITE HOUSE
WASHINGTON
February 24, 1997
MEMORANDUM FOR EARLY CHILDHOOD WORKING GROUP MEMBERS
FROM:
ELENA KAGAN E/C
Deputy Assistant to the President for Domestic Policy
SUBJECT: Next Steps
Thank you for attending the first early childhood development working group meeting. I am
looking forward to working with each of you and to learning more about your department's
efforts to support our nation's youngest children. Attached please find a copy of the Presidential
Memorandum that will be formally sent to your department this week.
The next meeting of the working group will be held on Friday, February 28, from 12:30 - 1:30 p.m.
in Room 476 of the Old Executive Office Building. As discussed, please fax a preview of your
agency's response to the Presidential Memorandum, focusing on new plans and proposals, to
Jeanine Smartt at (202) 456-5581 by Wednesday, February 26.
Please feel free to contact me or Jeanine with any questions. Thank you.
Attachment
REVISED 2/25
EARLY CHILDHOOD WORKING GROUP
CONTACT INFORMATION
Name
Agency
Address
Phone
Fax
E-mail
Elena Kagan
DPC
Chairperson
456-2216
456-7028
GSA
18th & F St. NW
501-3965
208-7578
faith.wohl@gsa.
Faith Wohl
20405
gov
Joann Sebastian
Interior
1849 C St. NW
208-6123
208-3312
joann_morris@ios
Morris
20240
.doi.gov
Libby Doggett
Education
330 C Street, SW
205-9068
260-0416
Elizabeth_doggett
@ed.gov
Carolyn Colvin
SSA
6401 Security
410-965-4512
410-965-9063
Blvd.
Balto. MD 21235
Kay Goss
Assoc. Director
500 C ST. SW
646-3487
646-4557
[email protected]
FEMA
20472
Janice R.
OPM
1900 E St. NW
606-1000
606-2183
janice.lachance@o
Lachance
pm.gov
Mark G. Engman
HUD
451 7th St, SW
708-0380
708-1350
Mark_G._Engman
Rm. 10148
[email protected]
Dave Jacobs
HUD
451 7th St, SW
755-4973
755-1000
David E. Jacobs
Rm. B-1333
@hud.gov
Shay Bilchik
DOJ
633 Indiana Ave.
307-5911
307-2093
R. 742
Fred Pang
DOD
Rm 3E784
703-695-4046
The Pentagon
Dennis Duffy
VA
Suite 300
273-5033
273-5993
810 Vermont Ave.
20420
Chris Ruhm
CEA
Rm. 311 OEOB
395-6982
395-6809
ruhm_c@..
Bob Shireman
OMB
8236 NEOB
395-3429
shireman_r@eop.
Tom Tamura
DOE
1000 Independence
586-8010
586-8006
thomas.tamura@d
Ave, SW
oe.gov
Rm. 4A-253
20585
Ann Rosewater
HHS
200 Independence
690-7409
690-6562
Ave, SW
20201
Terry Dozier
Education
600 Independence
401-7690
401-0596
Ave, SW
Glen Rosselli
Treasury
1500 Pennslyvania
622-0090
622-2633
Rm. 3445
20220
Gary Guzy
EPA
401 M. St. SW
260-7960
260-3684
20460
Cindy Gustafson
CEA
OEOB, Rm. 318
395-1455
395-6853
Sarah Reber
CEA
OEOB, Rm. 317
395-5618
395-6809
[email protected]
OV
Cheryl Tates-
Agriculture
Office of
720-7095
720-8077
[email protected]
Macias
Congressional
.ag.gov
Relations
Rm. 213A
20250
Staff Contacts
Jeanine Smartt
DPC
OEOB Rm. 217
456-5228
456-5518
[email protected].
gov
Pauline Abernathy
DPC
2FL/WW
6-5374
6-2878
Nicole Rabner
OFL
100 OEOB
6-6266
6-6244
EARLY CHILDHOOD WORKING GROUP
CONTACT INFORMATION
Name
Agency
Address
Phone
Fax
E-mail
Elena Kagan
DPC
Chairperson
456-2216
456-7028
GSA
18th & F St. NW
501-3965
208-7578
faith.wohl@
Faith Wohl
20405
gsa.gov
Joann Sebastian Morris
Interior
1849 C St. NW
208-6123
208-3312
joann_morris@
20240
ios.doi.gov
Libby Doggett
Education
330 C Street, SW
205-9068
260-0416
Elizabeth_dog
[email protected]
Carolyn Colvin
SSA
6401 Security Blvd.
410-965-4512
410-965-9063
Balto. MD 21235
Kay Goss
Assoc. Director
500 C ST. SW 20472
646-3487
646-4557
kgoss@fema.
FEMA
Gov
Janice R. Lachance
OPM
1900 E St. NW
606-1000
606-2183
janice.lachan
[email protected]
Mark G. Engman
HUD
451 7th St, SW Rm. 10148
708-0380
708-1350
Mark G.
Engmann@hud
gov
Dave Jacobs
HUD
451 7th St, SW
755-4973
755-1000
David_E.
Rm. B-1333
Jacobs@hud.
gov
Shay Bilchik
DOJ
633 Indiana Ave.
307-5911
307-2093
R. 742
Carolyn Becraft
DOD
Rm
703-695-4046
The Pentagon
Dennis Duffy
VA
Suite 300
273-5033
273-5993
810 Vermont Ave.
20420
Irwin Pernick (A)
VA
273-5049
273-5993
Bob Shireman
OMB
8236 NEOB
395-3429
shireman_r@
eop.gov
Tom Tamura
DOE
1000 Independence Ave, SW
586-8010
586-8006
thomas.tamura
Rm. 4A-253
@doe.gov
20585
Terry Dozier
Education
600 Independence Ave, SW
401-7690
401-0596
Naomi Karp
Education
555 New Jersey Ave NW
219-1586
273-4768
Naomi_Karp@ed
Rm. 522
gov
20208-5520
Glen Rosselli
Treasury
1500 Pennslyvania Rm. 3445
622-0090
622-2633
20220
Gary Guzy
EPA
401 M. St. SW
260-7960
260-3684
Guzy.Gary@EPA
20460
Mail.EPA.GOV
Lynn Goldman
EPA
401 M St. SW
260-2902
260-1847
goldman.lynn@
20460
epa mail.epa.
gov
Cindy Gustafson
CEA
OEOB, Rm. 318
395-1455
395-6853
Chris Ruhm
CEA
Rm. 311 OEOB
395-6982
395-6809
[email protected]
gov
Sarah Reber
CEA
OEOB, Rm. 317
395-5618
395-6809
reber_s@al.
eop.gov
Jaqueline Lowey
Transportation
Jody Wharton
SBA
409 3rd ST SW
205-6933
205-6928
alice.wharton
20416
@sba.Gov
Cheryl Tates-Macias
Agriculture
Office of Congressional Relations
720-7095
720-8077
cmacias@fies.
Rm. 213A
wsc.ag.gov
20250
Ann Rosewater
HHS
200 Independence Ave, SW
690-7409
690-6562
20201
An Segal (A)
HHS
200 Independence
690-8410
690-6562
Rm. 406E
Joan Lombardi (A)
HHS
320-F
401-6947
HHH
DOD
The Pentagon
697-0051
695-4277
[email protected]
Kathryn Roth
Rm. 3E1074
d.mil
Vikki Wachino
OMB
7002 NEOB
395-4929
395-3910
wachino_va@a
.eop.
gov
Ricia McMahon
ONDCP
750 17th St. NW
395-6706
395-6744
mcmahon_p@al:
20503
gov.
eop
Julie Demo (A)
CNS
1201 NY Ave.
606-5000
565-2781
[email protected]
20525
ext. 132
Carolyn Huntoon
OSTP
Rm. 432 OEOB
456-6133
456-6027
[email protected]
Children's
op.
Initiative
Gov
DHHS
330 C St. SW
205-8572
Helen Taylor
Head Start
Rm. 2050
Staff Contacts
Pauline Abernathy
DPC
2FL/WW
6-5374
6-2878
Nicole Rabner
OFL
100 OEOB
6-6266
6-6244
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. list
Names and birthdays of Zero to Three staff (partial) (1 page)
03/04/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Domestic Policy Council (Nicole Rabner)
OA/Box Number: 15415
FOLDER TITLE:
White House Conference on Early Childhood Development-Conference Planning [3]
2012-1035-S
kc1047
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office |(a)(2) of the PRA|
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute |(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA]
financial information |(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors |a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy |(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells |(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
ID:ZERO TO THREE
FHA
03/04 '97 15:48
MAR-04 97 16:06 FROM:
[00]
TO: 96380851
PAGE: 02
02/28 '97 15:25
ID:ZERO TO THREE
FAX:2026380851
PAGE 1
To :
Lynette Cierro
638-085)
To: Nicole Rabner (202) 456-6244
From: Carol Berman
Names and Birthdays of ZERO TO THREE Staff:
Carol Berman
Lynette Ciervo
P6/(b)(6)
Emily Fenichel
will attent not
Haida S. McGovern
P6/(b)(6)
Matthew E. Melmed
For Meeting on War, March 5
930-1030 am
at
EARLY CHILDHOOD WORKING GROUP
Contact Information
Name
Agency
Address
Phone
Fax
E-mail
1. Faith Wohl
GSA
18th +F Sts. N.W.
202-501- 202
202-208
[email protected]
Washi gion DC 20405
3965
7578
2. Joan Morris Sebastian Interior
1849 CSt.Nw
MS 3512
202/208 208- [email protected]
Wash., DC 20240 6123 3312
3. Libby Doggelt Dept. Edwar.
330 C Street, JW (202)
(202)
[email protected]
205-9068 24000416
4.
6401 Security Blvd. 410-965-4512 (410)
5. CARolyn w Colvin
SSA
Associate
Balto, 500 C Md. Street, 21235 SW 202-646-703-960- 3487 965-9063 703-960- 4770 [email protected]
6. KAY GOSS
Director
FEMA
w, DC 20472
7. JANICE R. LACHANCE OPM 1900 E St.NW 202/606-1000 203/606-2183 JANICE.LACHANCE@
OPM.GOV
WDC 2041
HUD
708.0380
70$ 1350
[email protected]
8. NIARK 6. ENGMAN
451 7th St. SW Rm10148
9. Dave Jacobs
HUD
451 Seventh St SW 755-4973 755-1000 David_E._Jacous@ hudigor
Room B-133
10. SHAY BICHIK
noj
633 IND.ANA AVE.
202.
COL
R. 742; WASH.AL.
307-5911
307-2093
11.
Fred Pang
DOD
Room 35784
The Prentagon
(703)695-4046
(203)
12. Describey
VA
[vite 300
202-272-5033
810 VErnoas Ave
FAX 273-5993
13.
Chris Ruhm
Warryt. DC 20420
CEA
Rm. 311, OEOB
202-395-6982 202-395-6809 RUHM-C@.
14.
Bab Shireman
OMB
8236 NEOB
395-3429
[email protected].
15. Tom Tamuva
DOE
1000 Independance Ave 202-586-8006 (RAX) thomas. taman
S.W. RM14A-253
202-586-8010 (OFF) @doe.gov
DC 20585
16. Panline Abernathy
DRC
2FL WW, White flouse
202-456-5374 (PL) aberanthy-p
456-2878 (f) sal.eop.gov
17. Nicole Robuer
OFL
100 OEDB
456-6266(pt)
18. Jean lombard,
HHS
200Ide Ave
wash
456-6244 f a rabner_n A1.cop.gov
100-401-6947
19. Helen H Taylor 330 C stsw 202-205-8572 FAX 260-9336
20. Duane Alexander
110
HHS
31/2A03, NIH
301-496-3454
FAX301-402-1.
9000 Rockville Pike, Betherda
21. Ann Rosewater,
HHS
200 independence Are SW
202 690-7409
DC 20201
ED
22. Terry Dozier
600 Independence are, sw -4-7690
23. Gary Guyy
EPA
40 imst 5w, DC 20460 260-7960 260-3684
OEOB, Rm 318
395-1455 395-6853
24. CINDY GUSTAFSON CEA
25. Sarah Reber CEA
OF,OB, Rm 317
395-561f 395-6809 reber-s@
al.eop.gor
JEANINE SMARTT DPC
456 5228
ELENA KAGAN DPC
456-2216
VIEWPOINT
Hillary Rodham Clinton
Comfort and Joy
The First Mom suggests reading as an easy way to help a baby's brain grow
p.
HE NIGHT AFTER THE INAUGURAL, BILL AND I GATHERED
ation and the American Library Association, a national
T
with our family in the solarium on the third floor of the
campaign to put books in the hands of parents who bring
White House. After dinner our toddler nephews Tyler
their young children to the doctor, and to get doctors to
and Zachary climbed up on the couch with their Uncle
prescribe daily reading. My husband and I will be dis-
Bill to hear him read a story. They accompanied him with
cussing this and other activities to follow up on the latest
words, sounds, pointed fingers and a few tussles over who
findings about the brain at a White House conference in
would hold the book. As I watched them, I thought of all the
the spring.
times Bill and I used to take turns reading stories to Chelsea.
It's important that we take to heart what the neuro-
Every night one of us (and occasionally both) would stretch
scientists are telling us-without losing the heart of the
out on her bed, hold her in our arms, and either read or
reading experience. In today's high-tech world of E-mail
S
make up new tales about imaginary characters who em-
and microchips, it is easy to forget the importance of hu-
barked on improbable but breathtaking adventures.
man connections in our daily activities. Technology has
Bill and I did not know about brain cells or synapses or
brought many welcome conveniences to our lives. But it
the newest discoveries in neuroscience. Reading to
has the potential to create feelings of distance, detachment
Chelsea became a daily ritual because it's what our own
and isolation among us.
parents and grandparents had done with us, and because
Reading to a child while touching, hugging and hold-
we wanted to spend quiet time with her every day. Bill's
ing him or her can be a wonderful antidote to the im-
grandmother thought that
personal tendencies of the
reading to him would help
information age-for both
S
him develop a strong vo-
the adult and the child.
cabulary and the language
While critical to building
skills he would need later
brains, reading is equally
on in school. My mother
important to building
and father placed a similar
trusting and close relation-
premium on reading, and
ships. That's why many of
to this day I remember the
us remember the warm
feelings of security and
embrace or the comfort-
comfort that I felt sitting in
able lap that cradled us
my grandfather's lap when
when we read books as
he read stories to my
children. And that's why
brothers and me.
reading should not be
Today, thanks to ad-
viewed solely as an intel-
vances in brain research,
lectual proposition, par-
we know that reading with
ticularly in the era in
a child has intellectual,
which we now live.
emotional and physical
If Americans take away
benefits that can enhance
Mrs. Clinton with her daughter in the crucial first three years
only one lesson from these
the child's development. The intimacy of sharing books
exciting scientific discoveries, I hope it's that reading to
and stories strengthens the emotional bonds between a
children is easy, affordable and feasible for parents no
parent and child, helps a child learn words and concepts,
matter what their level of education or economic station in
and actually stimulates the growth of a baby's brain.
life. Children's books are available for free at public
As I discussed in my book, It Takes a Village, scientists
libraries in every community and can be found at reason-
have discovered that children whose parents read and talk
able prices in many bookstores. Doctors, librarians, teach-
to them during the first three years of life create a stronger
ers, book publishers, business leaders and the news media
foundation for future reading success. In other words,
can help make books available to families and educate
what our parents and grandparents knew instinctively is
parents about the vital role that reading plays in our chil-
now backed up by hard scientific evidence.
dren's lives.
That's why doctors and nurses are starting to pre-
It isn't very often that we have before us such a simple,
scribe reading to babies along with regular checkups and
inexpensive and pleasurable way to improve our children's
vaccinations. Recently I went to Georgetown University's
health and development and raise their prospects for a
Medical Center with Maurice Sendak, the renowned
brighter future. Whether you lie down together on the rug,
children's author and illustrator. His book Where the
sit together in an old rocking chair or cuddle on your
Wild Things Are was one of Chelsea's-and Bill's-fa-
child's bed the way Bill and I used to with Chelsea, there
vorites. Mr. Sendak read the story to children, and I an-
is no better way to spend time than reading to your child.
nounced, along with representatives of the American
And now we also know that there are few better ways
Academy of Pediatrics, the American Booksellers Associ-
to help your baby's brain grow.
TIME, FEBRUARY 3, 1997
63
Jeanine
WHITE HOUSE CONFERENCE ON EARLY LEARNING AND THE BRAIN
POSSIBLE RESOURCE DOCUMENTS
Resource Document #1
Parent Information Guide 1-2 pages
- The Ten Things Parents Can Do Right Now -
Resource Document #2
Synthesis of Conference Findings 10 - 15 pages
Cover
Presidential Seal
Page 1
Letter from POTUS & FLOTUS
Page 2
National Principles for Supporting Parents and Caring for Our Youngest Children
(Perhaps get National Organizations to Endorse?)
Page 3
Acknowledgments
Pages 4-6
Prologue - What do Parents Need to Know
Pages 7-9
What the Research Says - Interviews with leaders in the field/Synthesis of
Findings
Pages 10 -12 Taking Action - Conference Highlights, Key Recommendations/Announcements/
Summary of Federal Activities
Pages 12-15
Partners in this Work - Summary of what is going on around the country/national
activities/how you can get involved.
Page 16
Additional Resources - ie. Starting Points.
Funding Options:
- Ask Agencies for Funding at next IWG meeting
- Foundation/Private Sector Funding
Timing:
- Resource Document #1 for packet on day of conference
- Resource Document #2 for 3 - 4 weeks after conference - distributed with edited video version
POSSIBLE PACKET CONTENTS
Agenda
Welcome Letter from POTUS & FLOTUS
Starting Pts
Participant Bios
List of Attendees
You of Prince
Families and Work Report
Accomplishment Document
1-2 Pager What Every Parent Should Know/Do Document
Action Sheet - Summary of Announcements (Reading prescription, etc...)
List of Public/Private Partnerships
Need to Order: 150 White House Folders
POST - CONFERENCE DISTRIBUTION MATERIALS
C.
1 hour edited video
andio
$
Resource Document #2
Federal Resources (ie. HHS' Diary for Expectant Mothers)
Mtg 2/28/97
HHS -
package a Act of message
2 icsues =
Not'1 Acadof Sciencias
1.
disabil
sens
some children not "normal
devel"
april 28th Reiner
2 window closing-
A child care centers
videos avail - made of Mrs
get it out morth gov/
head stat /ched care
DOE libby D.
fed ateragency Working Converl nets 4x Ayr-
wk toward run. dupl early infers / preschool
kids of or of not of decedent
pos meen?
cd be form for infer agency
BPA -
inf to parents / com - environment of prod netr they being
into hones
ONDER Policy
pediation -
call to get
substance abuse issues
well child -Oct
adoptm OPM, stand
Child care quality
NCF 100+ tandarts S take
healthy care child
Makmal of "Step my stones 1
Mingo
last in
longu ferm impl-
overall stratgery for looking into
gual of C ny outside
Memo to Pres - Elect-
RS]
created a focal Pt
kept on agenda
books for 1 ccm - broader Than welfare.
Study-
federal ciuld cac agencies must he
accredited - intrative underway
GSAs study - hands (6020)
inferest - Dauchte - hg. impater -
we'vegoing 7 inahe
DoD. subsidire -
70 % -NIAC act., DOD cert -90% 1
birth -
delivery low-cost care
ken - the in Statutefor :
2 DoD partner a comm -
how toget there
compared to 870 overall - natural
statement *f leadership.
i me is stanelands
8090 of kids are in centers that are of
medical / poor gnal
D
Atandards -if you dirt do something before -
ret in The
consumer guide
Energy research - big ticket ,fence health
Health
message / balance -
andiences in greatest need down
satellite tiles
use head start
DOD - parent skills.
early intervention - data that shows
As
San Diego
Defense.
Hawdii Healthy Stat model.
products to dist
versin
-r estruces
MCA - calandar for parent press
Web page : our conf / fed profer / resources /
rural areas
Gov - acked to host the conf
community teaders - to host -
Change a state irmes
White House Conference on Early Learning andBrain Development
White House Inter-Office Meeting
March 3, 1997 -- 2:00 - 3:00 pm
AGENDA
1.
Overview of Conference
2.
Breakdown of Conference Issues & Questions
Policy Development/Coordination for Before, During and After Conference
Inter-Agency Process:
DPC, OFL: Elena Kagan,
Pauline Abernathy, Nicole Rabner
Invitations
Suggestions for Participants:
OFL: Nicole Rabner
Suggestions for Audience:
OPL
Managing Invite List:
OPL
Issuing Invitations:
Social Office
Conference Panels:
Panel 1:
Nicole Rabner
Panel 2:
Pauline Abernathy
Communications Strategy for Before, During and After Conference
Media Plan for Conference:
Communications Working Group
Post-Conf. Message Dissemination.including
pos. PBS involvement and development of conf.
video:
Communications Working Group
Materials Coordination/Development
DPC, Inter-Agency, OPL
Financing Questions
Role of Departments/Past Experiences:
Cabinet Affairs
Strategy for Participation of Elected Officials
Congressional Participation (including Question of
bringing experts to Congress after Conference),
Managing Inquiries from Congress:
Congressional Affairs
State & Local Leaders Participation:
Inter-Governmental Affairs
Satellite Conferences (T)
Organizing Regional Convenings with
WH Conference on Satellite:
Cabinet Affairs, IGA
For internal use only
WHITE HOUSE CONFERENCE ON EARLY LEARNING
AND BRAIN DEVELOPMENT
Theme:
The critical importânce of the earliest years of children's lives, before a child
begins school, to their cognitive, emotional, and social development.
Purpose:
To tell the story of the earliest years of a child's life -- through an animated
description of the latest scientific brain development research, an examination of
practical and applications of that research for parents, and ending with a
discussion of what is being done and what more can be done on practical and
policy levels by various sectors of society to enhance children's early
developmemt.
Method:
Interactive panel discussions moderated by the First Lady will:
showcase and examine current scientific research on early brain
development;
examine the practical applications of the research for parents;
explore what is being done and what more can be done by child
care-takers, pediatricians, grassroots child development
practitioners, policy makers, and various sectors of society,
including the medical, faith, education and business communities;
and
highlight Administration accomlishments and initiatives.
Panelists:
Leaders of the child development scientific community, pediatricians, grassroots
practitioners (including literacy programs, child care providers, Headstart and
family resource workers), religious and business leaders, as well as "success
stories" that exemplify the need to reach children in their earliest years.