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Megan R. Gunnar, Ph.D. Regents Professor and Distinguished McKnight University Professor Institute of Child Development University of Minnesota • Genes play a critical role in the development of the brain and in our health • Genes are recipes for proteins. The recipes in your genome cookbook determine which proteins you can make and how you will make them. • Some gene recipes are very sensitive to the context in which they are made How Early Experiences Alter Gene Expression and Shape Development National Scientific Council on the Developing Child Poor Self Regulatory Competence Building Healthy Brain Architecture – The Ingredients 4 risky genes 3 risky genes 2 risky genes 1 risky gene 0 risky genes Sensitivity to Context Plasticity Genes High Low Quality of Caregiving Belsky & Beaver, 2010 Genes Carry Instructions that Tell Our Bodies How to Work Gene Neuron Nucleus DNA Chromosome 1 Early Experiences Leave Lasting Chemical “Signatures” on Genes External Experience Epigenetic “Signature” Turns Gene On or Off Gene Regulatory Proteins Early Experiences Alter How Genes Work Maternal diet change during pregnancy causes changes to offspring’s fur color, obesity, and cancer risk in genetically identical mice. Source: Jirtle & Skinner (2007) Experience Affects Stress Response for a Lifetime! How Experience Influences Genes CH3 CH3 Stress Response Stress Response Restraint Time Source: Levitt (2008), adapted from Liu et al. (1997) CH3 CH3 Glucocorticoid receptor gene Restraint Language Sensory Pathways (Vision, Hearing) Time Source: Levitt (2008), adapted from Liu et al. (1997) Higher Cognitive Function FIRST YEARS -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Birth birth 6 years 14 years (Months) (Years) Source: C.A. Nelson (2000) 2 As Early as 3 Years, Brain Systems Need to Pay Attention More Mature If Parents are More Educated 1200 Story A Click 1000 College Educated Parents Attention Signal 800 Working Class Parents 600 Welfare Parents 400 200 16 mos. 24 mos. Story B Click Story A 36 mos. National Scientific Council on the Developing Child National Scientific Council on the Developing Child Environment of Relationships Neurodevelopment Requires Stimulation Human Infant is Unable to Provide Itself Adequate Stimulation for Neurodevelopment Secure Relationships Calm Children’s Stress Hormone Response Interaction as Serve and Return .3 Increase in Cortisol .2 .1 0 Secure Insecure Attachment Relationship -.1 Source: Nachmias et al. (1996) 3 National Scientific Council on the Developing Child The Brain Architecture of Memory and Learning Δ Cortisol Sensitive “Serve and Return” Care by “Babysitters” Buffers Stress Hormones in 9month-olds High Low Sensitive/Responsive Care Gunnar et al., 1992 The Brain Architecture of Anxiety and Fear Experiences in childhood have a lasting impact on how our fear and anxiety systems work early positive experiences A balancing act New homeostatic ‘set point’ homeostasis Experiences in childhood have a lasting impact on how our fear and anxiety systems work early negative experiences A balancing act New homeostatic ‘set point’ homeostasis 4 Sources that can Produce Toxic Stress in Young Children 3.5 100% Odds Ratio Children with Developmental Delays • Risk Factors Neglect Abuse Exposure to Violence Parental Mental Illness Parental Substance Abuse Homelessness/High Mobility Death of parent Incarceration of Parent Etc. 80% 60% 40% 3 2.5 2 1.5 1 20% 0.5 1-2 3 4 5 6 Number of Risk Factors 7 0 1 2 Research on the biology of stress helps explain why toxic stress produces effects on learning and behavior and increases the risk for physical and mental health disorders 3 4 5,6 Adverse Experiences Source: Barth et al. (2008) 7,8 Source: Dong et al. (2004) Institutionalization and Neglect of Young Children Disrupts Body Chemistry 35% Percent of Children with Abnormal Stress Hormone Regulation 30% 25% 20% 15% 10% 5% Middle Class US Toddlers in Birth Families Neglected/Maltreated Toddlers Arriving from Orphanages Overseas Source: Gunnar & Fisher (2006) 5 Logical Reasoning/ Attention/ Impulse Control Typical neuron— many connections Fear/Anxiety Damaged neuron— fewer connections Memory For Facts Bock et al. (2005) Larger Amygdala Response to Threatening Faces for Youth with Early Histories of Deprivation and Neglect r = 0.46, p<.007 n = 34 Mahue, Dozier, …..Pine, Ernst (2010) Cognitive, Affective and Behavioral Neuroscience, 10 Tottenham et al., 2010 Stress Impacts the Immune System Source: Pollok & Kistler (2002) 6 Early Childhood 50% Percent of adults with biological 40% marker for greater risk of heart disease (increased blood 30% level of CRP) Conception Early Adversity Maltreated (as a child) Source: Danese et al. (2008) Depression (age 32) + Maltreated (as a child) Adulthood Physiological Disruption • Neurodevelopmental Environmental Exposures Malnutrition 10% Adolescence Biological Embedding during Sensitive Periods Toxic Stress 20% Middle Childhood • Immune • Metabolic • Neuroendocrine • Cardiovascular Low Income 20% Disease/ Disorder Health-Threatening Behavior Early Death Low Educational Achievement Cumulative Burden over Time PRESENTED BY MEGAN R. GUNNAR Regents Professor and Distinguished McKnight University Professor Institute of Child Development University of Minnesota [email protected] 7