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A
A
Good
morning,
everyone
thank
you
for
joining
us
today.
I'm
jennifer
palmer
and
I
am
an
early
care
and
education
policy
associate
here
at
the
National
Conference
of
State,
Legislatures
or
ncsl
for
short,
in
addition
to
our
expert
presenter,
who
will
introduce
in
just
a
moment,
I
am
joined
on
the
webinar
today
by
my
colleague,
Allison
Mae,.
A
Before
we
get
started,
I'd
like
to
take
a
moment
to
share
a
bit
of
background
about
NCSL
who
we
are
and
why
we've
been
filling
up
your
inbox
lately
we
are
a
bipartisan
membership
organization
that
serves
legislators
and
legislative
staff
from
all
states,
Commonwealth's
and
territories
as
a
legislator
or
staffer.
You
are
automatically
an
FCS
l
member
and
we
are
here
to
serve
and
support
you.
While
we
do
not
advocate
for
certain
policies.
Ncsl
does
provide
research,
technical
assistance
and
opportunities
for
policy
makers
and
staff
to
exchange
ideas
and
learn
from
experts
and
one
another.
A
We
are
joining
you
today
from
our
office
in
Denver
Colorado,
where
the
policy
research
staff
is
headquartered.
We
also
have
an
office
in
Washington
DC,
where
our
colleagues
advocate
at
the
federal
level
on
behalf
of
states,
rights
and
interests,
and
keep
federal
policymakers
informed
of
the
innovative
work
you're
all
doing
in
your
state,
along
with
our
director,
Donna
Wilson
Allison
and
I
make
up
the
early
care
and
education
team
here
at
NCSL.
We
track
nation
from
the
country
on
child
care,
home,
visiting
pre-kindergarten
and
many
other
related
topics.
A
We
will
welcome
our
ninth
class
of
early
learning
fellows
and
are
hopeful
that
the
state
of
Virginia
will
be
represented,
so
be
on
the
lookout
for
information
on
how
you
can
become
an
early
learning
fellow
in
the
new
year.
In
the
meantime,
you
can
learn
more
about
this
program
and
the
achievements
of
our
over
200
alumni
by
visiting
our
website
and
checking
out
our
alumni
report
from
last
year.
A
A
A
I
just
want
to
point
out
that
we
hope
to
leave
plenty
of
time
for
Q&A
at
the
end
of
the
presentation,
so
feel
free
to
enter
your
questions
into
the
text
box
on
the
bottom
left-hand
side
of
your
screen
and
I'll
also
note
that
today's
webinar
is
being
recorded
and
will
be
available
in
the
coming
days
as
an
archived
video
with
that
I
am
pleased
to
introduce
dr.
Sarah
Lionel
from
the
Institute
of
learning
and
brain
sciences,
also
known
as
AI
labs
at
the
University
of
Washington.
Dr.
A
B
Wonderful
thanks,
Jenny
and
welcome
everyone,
I'm
thrilled
to
be
here
with
you
today,
remotely
as
it
were,
but
I
am
from
AI
labs,
Institute
for
learning
and
brain
sciences
at
the
University
of
Washington,
based
in
Seattle.
Our
Institute
does
a
variety
of
research
on
child
development.
We
study
child
development
across
all
domains,
primarily
in
the
ages
of
0,
to
5,
though
we're
increasingly
dabbling
and
in
older
ages,
and
we
actually
have
a
teenage
brain
development
study.
B
That's
going
on
right
now
that
we're
very
excited
about,
but
the
core
of
our
work
really
does
remain
in
the
0
to
5
space
and
really
thinking
about
what
it
takes
to
build
a
human
brain
and
how
does
a
child
who's?
You
know
very
dependent
on
other
people.
From
you
know
day,
one
of
their
lives
become
a
child
who's
school-ready
at
age.
Five.
You
know
if
you
zoom
ahead
five
years
and
so
with
that
research
across
all
domains,
cognitive,
social,
emotional,
brain
development.
B
Of
course,
we
also
have
an
internal
outreach
and
education
team,
and
our
team
here
at
AI
labs
is
made
up
of
people
who
are
trained
scientists,
people
who
understand
the
science
that
are
passionate,
communicators
of,
and
so
with
this
sort
of
two-part
system
here
at
AI
lab
as
a
research
in
the
outreach
we're
really
able
to
not
only
do
a
lot
of
this
primary
research,
but
then
get
to
spread
the
word
and
get
it
out
into
the
hands
of
people
who
can
use
it.
People
such
as
yourselves
people
like
policymakers.
B
B
So
we
really
want
to
talk
today
about
how
early
experiences
shape
the
brain
and
I
want
to
talk
about
the
full
spectrum
of
the
0
to
5
space
and
really
think
about
how
some
of
these
things
have
happened
in
the
in
children's
very
earliest
years
and
very
earliest
months.
Even
really
affect
the
school
ready
trial
that
they
will
become
at
age,
5
and
so
to
start
here.
I
want
to
consider
what
we
know
about
children's
brain
development
on
a
very
fundamental
level.
B
So,
very
fundamentally
speaking,
we
know
that
children's
brains
are
very
large
when
they're
born.
In
fact,
children's
brains
are
about
25%
of
what
they
will
eventually
be
as
adult
size
when
a
child
is
born,
that's
huge.
If
you
take
your
adult
height
or
weight
and
divide
it
by
4,
you
can
imagine
that
would
be
a
very
big
baby,
but
children's
brains
are
relatively
big,
especially
when
you
can,
when
you
consider
the
proportion
of
the
brain
size
to
the
rest
of
their
body.
B
But
the
other
piece
here
is
that
children's
brain
development
happens
very
very
quickly
over
those
first
five
years
of
life.
If
you
speed
ahead
five
years,
when
children
are
entering
kindergarten
at
age,
five
or
so
by
the
time
children
are
hitting
our
formal
schooling
age,
you
already
see
that
their
brains
are
about
92
percent
of
what
they
will
eventually
be
as
adult
size.
That
is
an
enormous
amount
of
growth
in
those
first
five
years
now.
B
B
You
know
what
you
might
consider
to
be
adult
like,
so
the
92%
really
refers
to
size,
but
nevertheless
there's
an
enormous
amount
of
growth
in
children's
brains
in
those
first
five
years,
so
what's
happening
well,
when
children
are
born,
we
know
that
children
are
born
with
almost
all
of
the
neurons
or
brain
cells
that
they
will
ever
have
about
86
billion
of
them.
Now
these
neurons,
when
they're
born,
are
not
connected
to
other
neurons,
and
so
that's
really.
B
Now,
during
these
earliest
months
and
years
of
life,
we
know
that
the
work
of
early
childhood
is
really
building
those
connections
and
every
time
a
child
has
an
experience,
connections
are
formed
every
time
a
child
has
a
repeat
experience
and
the
more
times
that
children
have.
These
repeated
experiences
over
time.
The
stronger
those
connections
become,
and
so
that
really
then
prioritize
is
the
importance
of
those
earliest
experiences
in
children's
lives
for
brain
connections
and
building
that
very
foundational
brain
architecture.
That's
going
to
serve
children.
B
Well,
so
we
oftentimes
think
about
this
in
terms
of
a
forest
analogy,
for
example.
So
you
start
to
think
about
you
know
when
a
child
is
born,
you
might
imagine
a
forest,
a
very
young
and
immature
forest
where
you
have
trees
that
are
pretty
skinny.
You
know
they
don't
really
have
a
lot
of
leaves
not
really
tall.
The
roots
are
certainly
not
very
deep
and
intricate.
B
You
know
underground,
but
then,
as
children
grow
as
children
are
making
these
connections
they're
building
the
most
complicated
Network
known
to
man
in
over
time,
that
becomes
like
a
very
mature
forest.
So
you
consider
this
picture
on
the
right.
Where
the
trunks
of
these
trees
are
stronger,
the
roots
are
going
deeper
into
the
ground.
The
branches
on
the
trees
are
reaching
out
and
overlapping
and
touching
them
the
branches
of
nearby
trees.
It's
a
lot
more
complex,
a
lot
more
dense
and
that's
exactly
what
happens
with
childrens
brain
networks.
B
Over
time
you
go
from
this
relatively
immature
network
to
a
much
much
more
mature,
complex,
dense
network
over
time,
and
a
lot
of
this
work
happens
in
those
first
five
years,
as
we
think
about
the
size
of
brain
development
going
from
25%
in
the
you
know.
Very
you
know
at
birth
to
92
percent.
By
the
time
a
child
is
age.
Five
you
can
think
of
this
network
as
growing
going
from
that
Sakhalin
forest
to
a
very,
very
dense
forest.
B
But
the
story
here
is
not
all
about
growth
growth,
growth.
At
some
point,
we
can't
just
you
know,
continue
growing.
You
know
ad
nauseam
you
have
to
you
have
to
think
about
really
strengthening
also,
and
so
we
think
about
what
really
builds
at
a
thriving
brain
there's,
certainly
that
growth
component
and
that's
what
we
consider
this:
a
blooming
period
of
children's
right
of
children's
brain
development
where
lots
of
new
connections
lots
of
new
connections
are
being
formed.
But
then
the
next
step
of
children's
brain
development
is
something
we
call
pruning.
B
So
children's
brain
networks
start
to
take
some
of
those
connections
that
are
not
being
used
very
frequently
and
starts
to
cut
them
back,
reduce
them
lose
them
if
you
will,
but
this
is
a
really
good
thing,
because
what
the
brain
is
doing
is
being
very
selective
about
the
connections
that
it
keeps.
So
if
you
had
an
experience,
one
time
and
your
brain
started
to
make
that
connection,
but
you've
never
really
had
that
experience
again,
and
it
wasn't
really
all
that
impactful.
Your
brain
is
probably
going
to
prune
away
the
connections
associated
with
that
particular
experience.
B
Now.
Why
is
this
a
good
thing,
because
it
leads
to
this
third
stage
of
brain
development,
which
becomes
a
thriving
brain
so
over
time.
The
connections
that
are
unused
are
pruned
away,
and
what
that
does
is
it
allows
those
remaining
connections
to
get
even
stronger
over
time,
and
so
that's
when
the
brain
thrives.
B
So
is
this
so
you
have
this
growth
period,
the
blooming
period
you're
starting
to
prune
away
some
of
those
connections
that
are
unused
and
then
that
allows
that
trained
to
really
thrive
and
be
efficient
over
time,
which
is
going
to
be
a
really
important
piece
of
this
story.
Now,
when
we
think
about
pruning,
you
know
there
are
certainly
some
people,
we've
heard
it
in
our
work
with
the
community
who
say
you
know:
I,
don't
want
my
child
to
use
it
or
lose.
B
A
B
What
leads
us
to
this
very
highly
efficient
frame?
Now,
one
more
note
about
pruning.
We
know
that
pruning
happens
at
various
stages
for
various
kinds
of
skills
in
the
brain
and,
in
fact,
if
you
look
at
it
at
sort
of
categories
of
skills
over
time,
we
know
that
the
the
pruning
happens
at
different
periods
for
different
kinds
of
skills.
So
in
this
graph,
for
example,
you
see
three
different,
very
broad
categories
of
skills,
sensory
skills,
language
and
motor
skills
and
higher
cognitive
skills.
B
Now
each
of
these
skills
we
know
Peaks
or
has
a
sense
to
this
period.
Some
people
used
to
say
a
critical
period,
we're
thinking
more
in
terms
of
sensitive
period
now
a
sensitive
period,
which
is
that
time
and
development
when
the
brain
is,
is
really
really
ready
to
learn
that
particular
skill,
and
so
you
see
that
those
sensory
skills
peak
first,
that's
the
first,
the
first
time,
the
first
sensitive
period
the
children
really
have
in
their
lives.
At
the
time
when
children's
eyesight
is
developing
their
sense
of
hearing
is
developing.
B
All
of
those
things
are
really
very
well
developed
and
honed
much
earlier
than
some
of
children's
other
skills.
Now,
because
that
sensitive
period
happens
early,
we
also
know
that
the
pruning
happens
very
early,
so
you
can
think
of
the
pruning.
Is
sort
of
that
set
down
slope
after
that
peak
sensitive
period
window.
Now,
next,
in
development,
we
oftentimes
see
the
language
and
motor
skills
having
their
sensitive
period
and
then
the
pruning
and
so
you're
thinking
here.
A
B
B
So
you
have
those
periods,
those
windows
of
opportunity
when
children
are
really
learning
a
lot
about
the
sport
Euler
skills
such
that
the
brain
then
develops
and
and
really
you
know,
figures
out
what
it
needs
to
know
which
connections
that
needs
to
hold
on
to
and
then
prunes
away
the
others
and
then
finally,
this
other.
The
third
peak
that
you
see
here
are
higher
cognitive
skills.
Those
are
things
like
you
know
those
advanced
kind
of
thinking,
skills
like
the
ability
to
plan
and
realize
you
know
think
about
the
consequences
for
your
actions.
B
Maybe
that's
Maddox
that
might
explain
some
things,
so
those
higher
cognitive
skills
really
do
take
a
longer
time
to
develop
as
and
therefore
they
have
a
later
sensitive
period,
a
later
out
window
of
opportunity
and
the
pruning
doesn't
happen
until
much
later
in
life,
so
different
windows
of
opportunity,
but
again
this
idea
that
a
lot
of
what's
happening
even
a
support.
Children's
higher
cognitive
skills
really
does
in
fact
begin
early.
B
So
I
want
to
switch
a
little
bit
now
and
move
a
little
bit
more
towards
thinking
about.
What
exactly
do
we
know
about
children's
brain
development
and
what
are
some
examples
of
this
I
think
it's.
You
know
it's
great
to
talk
about
neurons
and
and
sensitive
periods
and
pruning,
but
what
does
that
actually
look
like
functionally
for
a
child
and
that's
one
of
the
things
that
we
do
a
lot
of
here
at
the
Institute
for
learning
and
brain
sciences.
B
So
one
of
the
ways
that
we
are
able
to
look
at
children's
brain
development
over
time
is
through
a
fancy
machine
called
Magneto
and
cephalic
or
P.
So
m
EG
is
a
technology,
as
sort
of,
as
you
can
see,
looks
like
an
old-fashioned
hairdryer
from
mars
in
the
sense
that
we
have
a
dome
there,
and
you
can
see
that
you
can
see
that
that
the
baby's
head
or
a
child's
head
will
go
fit
right
up
into
that
dome
there.
B
And
with
this
machine
the
mission,
the
dome,
has
306
centers
and
we're
able
to
see
in
real
time
where
and
when
activity
is
occurring
in
that
child's
brain.
And
so
we
we
get
a
enormous
amount
of
data,
because
this
machine
will
tell
us
at
a
millisecond
by
millisecond
level.
You
know
when
that
activity
is
occurring
and
we
also
get
millimeter
by
millimeter
accuracy
in
terms
of
the
spatial
orientation
of
that
brain
activity,
and
so
this
machine
gives
us
a
lot
of
really
good
information
about
how
children's
brains
are
developing.
B
It's
really
good
for
studying
and
fits
in
particular,
because
it's
completely
noiseless
and
non-invasive.
If
anybody
has
ever
had
an
MRI
that
really
is
sort
of
our
next
best
technology
as
far
as
infant
brain
imaging
is
concerned,
and
people
I'm
sure
you
know
that
that
MRIs
tend
to
be
very,
very
noisy
it's
hard
to
have
an
infant
stay
still
for
the
amount
of
time
that
you
need
to
to
really
get
some
good
imaging
data
from
them.
B
B
B
So
here
is
what
we
found
so
as
newborn
age
when
children
are
listening
to
the
sound
of
language.
You
can
see
here
that
we
see
a
lot
of
activity
in
the
language
perception
or
the
hearing
area
of
the
brain,
but
not
a
lot
of
activity
in
the
language
production
or
the
speaking
area
of
the
brain
as
pretty
much
what
we
expected,
and
you
know
we
know
that
the
child
is
hearing
us
to
hearing
the
sound.
B
Their
first
word,
if
not
they're,
on
the
cusp
of
speaking
their
first
words,
but
right
now,
they're,
really
on
the
precipice
of
entering
that
conversation.
They're
really
ready
to
hear
what's
going
on
what
was
really
interesting
to
us
and
a
little
bit
surprising
was
what
happened
and
the
results
from
the
six-month-old
grayned.
So
when
six
month
olds
are
listening
to
the
sounds
of
language,
remember
they're
not
doing
anything
they're,
just
listening.
B
What
we
see
is
we
do
see
activation
again
in
both
the
hearing
and
the
speaking
areas
as
rain
I
know
it's
sort
of
faint
pink
there,
but
believe
me,
the
activation
is
there
and
it's
significant,
and
it's
really
interesting,
because
what
does
that
mean
well
consider
what
the
average
six-month-old
is
doing?
The
average
six-month-old
is
not
yet
speaking.
First
words
they're,
probably
about
six
months
away
from
that,
probably
that
until
they're
about
12
months
or
so
so,
they're
not
yet
speaking.
B
Why
do
we
think
of
this
as
being
so
important
for
early
experiences?
Well,
consider
when
this
rehearsal
kind
of
activation
is
happening,
it's
happening
as
children
are
listening
to
the
sounds
of
language,
and
what
does
that
mean?
That
means
that
children
absolutely
need
to
hear
language
need
to
be
involved
and
embedded
in
a
rich
language
environment
for
their
brain
to
build
the
systems
that
are
going
to
support
language
and
communication
later
on.
That's
that's
enormous
ly
important.
B
Luckily
we
don't
hear
this
too
much
anymore,
but
there
was
a
time
when
we
heard
parents
say
things
like
you
know:
oh
I'll
talk
to
my
child
when
he
talks
back
to
me.
For
us,
this
data
shows
that
that
is
missing
the
boat.
If
you
don't
provide
children
with
that
very
rich
high
quality
atmosphere
at
a
very
early
age,
we're
missing
that
opportunity
for
their
brains
to
do
all
of
that
work
under
the
hood
before
we
ever
see,
behavioral
evidence
of
it
and
I
think
that's
critically
important.
B
So
I
want
to
give
you
one
additional
study
result
that
really
I
think
speaks
to
the
importance
of
early
experiences
and
here
we're
considering
the
bilingual
experience
as
one
kind
of
early
experience.
So
yes,
this
is
a
study
on
bilingualism,
we're
looking
at
spanish-english
bilingual
as
compared
to
English
monolinguals,
but
I
want
to
consider
that
the
bilingual
experience
is
a
very
particular
kind
of
experience
and
we
can
look
at
how
that
experience.
A
B
Children's
brain
development,
and
so
here
what
you
can
see
on
this
graph,
is
children's
the
strength
of
children's
brain
responses
to
sounds
either
in
Spanish
or
in
English
at
11
months
of
age.
These
children
are
pretty
young
still,
but
even
at
11
months
of
age,
you
see
that
the
bilingual
experience
eleven
months
of
being
immersed
in
a
bilingual
environment
have
allowed
the
Spanish
English
bilingual
to
show
strong
brain
responses
to
both
to
Spanish
sounds,
and
the
English
sounds.
B
In
contrast,
those
English
monolinguals
have
only
specialized
for
those
English
nouns,
you
only
see
a
strong
strength
of
response
for
the
English
sounds,
and
you
don't
see
a
very
strong
response
for
the
English
monolinguals
with
the
Spanish
town.
Now
that's
important,
because
that
means
that
you
know
as
much
as
we're
talking
about
these
language
environments
even
eleven
months
of
being
immersed
in
a
language
environment
before
by
the
way,
you're.
B
Really
speaking,
your
first
words
really
does
hone
the
architecture
of
your
brain
and
determine
exactly
what
kinds
of
things
your
brain
is
paying
attention
to
for
these
monolinguals,
their
brain
is
already
paying
attention
to
both
Spanish
sounds
and
English
sounds,
and
that's
no
longer
the
case
for
monolinguals,
because
they've
pruned
that
away.
They
know
that
they
only
really
need
to
prioritize
their
ability
to
distinguish
those
English
sounds
and
so
I
think.
That's
really
important
and
I'd
like
to
leave
with
this
idea
that
that
it
really
is
that
either
as
we're
thinking
about
our
earliest
experiences.
B
Those
early
experiences
build
the
foundational
architecture
of
our
brains
and
I.
Think
that's
that's
sort
of
the
fundamental
point
of
what
I
want
to
convey
today,
but
I
think
it's
important
to
really
consider
how
early
that
happens,
and
so
we've
been
talking
about
things
that
happen
to
you,
even
in
that
first
year
of
life,
but
that's
not
where
it
ends.
B
So,
for
example,
if
we
consider
just
to
stick
on
this
language
theme
for
a
moment,
if
we
consider
a
variety
of
pieces
of
language
development,
we
know
that
things
that
happen
early
really
do
have
a
profound
effect
on
some
of
children's
language
development
later
on.
So,
for
example,
if
we
consider
gray
matter,
for
example,
so
gray
matter
is
largely
made
up
of
the
neurons
in
your
brain,
those
look
gray
on
gray
skin
on
brain
skin,
so
they
are
they're,
considered
gray
matter.
B
We
know
that
the
amount
of
Raye
matter
a
child
has
at
seven
months
of
age,
is
related
to
the
vocabulary
later
on.
Now
you
might
be
thinking
well,
how
do
you
grow
gray
matter?
Well,
in
fact,
those
high-quality
early
experiences
are
really
what's
going
to
improve
children's
the
grade,
the
proportion
of
gray
matter,
even
as
early
as
seven
months,
and
that's
going
to
be
related
to
children's
vocabulary
later
on.
We.
A
B
Know
that
when
children
hear
infant
directed
speech
that
that
singsong
speech
signal
that
we
sometimes
use
when
we
talk
to
infants
that
hello
baby,
how
are
you
today?
We
know
that
is
actually
really
really
good
for
children
to
hear
it's
like
milk
to
the
infant
brain
instant
pay
attention
to
it.
They
use
it
to
learn
the
language
and,
in
fact,
no
surprise
hearing
infant
directed
speech
early
on
in
that
first
year
of
life,
is
related
to
children's
vocabulary
later
on.
B
We
also
know,
by
the
way,
that
hearing
infant
directive,
speech
and
children's
vocabulary
at
two
eight
at
two
years
of
age
predicts
reading
readiness
out
to
age.
Five,
that's
incredible
so
as
we're
starting
to
think
about
what
makes
a
child's
school
ready
some
of
these
things
that
we're
thinking
about
in
that
first
year
of
life
are
really
going
to
affect
those
school
readiness
markers
again.
B
We
also
know
that
speech
perception,
so
a
child's
ability
to
tell
the
difference
between
the
rods
the
laws,
the
toss,
the
dive
in
their
particular
language
is
also
a
predictor
of
reading
readiness
at
age.
Five.
Now,
let's
add
some
more
pieces
in
here.
We
know
that
children's
the
more
that
they
that
a
child
hears
hear
sophisticated
words,
not
just
your
usual
vocabulary,
but
we're
going
to
talk
about
the
rectangular
table,
for
example,
we're
going
to
talk
about
our
wishes
and
hopes
and
dreams.
B
The
things
that
you
can't
really
see
those
intangibles,
the
more
children
hear
those
sophisticated
words
again,
the
higher
their
reading,
readiness
and
the
greater
their
reading
comprehension
even
out
to
fourth
grade
so
for
as
much
as
we're
starting
to
think
about,
as
well
as
much
as
we're
starting
to
think
about.
Some
of
these
things
happen
in
those
very
early
at
the
earth
of
life.
I
just
want
you
to
remember
and
keep
in
mind
that
that
doesn't
stop
there.
B
This
kind
of
pattern
out
for
a
variety
of
other
skills
and
other
domains
for
children,
and
so
again,
just
to
remember
that
those
things
that
we're
talking
about
in
those
early
earth
we're
thinking
of
them
as
very
foundational
skills
that
allow
a
children's
additional
quality
experiences
high
quality
experiences
to
build
on
those
and
really
create
a
child
at
school.
Ready
later
on.
B
Okay,
now,
I
want
to
think
about
what
that
means
for,
for
children
in
everyday
settings,
for
example,
so
so
UNICEF
in
the
World
Bank
and
the
World
Health
Organization
have
put
out
this
this
term.
That
I
really
like
and
I,
think
it's
good
for
us
to
think
about
and
keep
in
mind
as
we
think
about
the
components
of
nurturing
care
and
so
for
UNICEF,
the
World
Bank
in
the
World
Health
Organization.
B
We
want
to
focus
on
today,
not
that
they
are
more
important
necessarily
than
any
of
the
other
components,
but
that's
really
what
I
want
to
highlight
today
and
at
the
core
of
this
really
is
this
idea
that
relationships
matter
and
there's
a
lot
of
evidence
for
this.
So
on
one
level,
for
example,
we
know
that
newborn
infants
recognize
their
birth
parents
language
already.
B
We
know
that
this
this
happens
because
you
know
when
children
are
in
the
womb,
they're
able
to
hear
you
know
beginning
and
that
third
trimester
they
were
able
to
hear
mom's
language
as
its
passed
through
the
vibrations
of
the
bone
in
her
body
to
the
baby
in
the
womb
and
they're
able
to
understand
things
like
the
cadence
they're
able
to
recognize
a
rhythm
of
a
nursery
rhyme.
If
you,
if
you
sing
that
a
lot
during
pregnancy.
So
so,
when
we're
thinking
about
the
quality
of
relationships,
it
really
doesn't
even
begin
on
day
one.
B
It
begins
before
day,
one
because
that's
when,
when
parents
and
children
are
beginning
to
bond
and
that's
going
to
have
lots
of
policy
implications,
that
we
can
talk
about
in
a
few
minutes.
But
these
relationships
are
very
important
and
we're
starting
to
get
even
more
evidence,
particularly
brain
based
evidence.
That
relationships
do
in
fact
build
the
brain.
B
So
here
we
have
some
data
from
an
EM
EGS,
a
magnetic
encephalography
machine
where
we
took
children
in
the
first
six
months
of
life,
and
we
wanted
to
see
how
the
sense
of
touch
was
represented
in
the
child's
brain.
Now,
interestingly,
if
we
touch
a
child's
hand
or
touch
a
child's
foot,
we
actually
see
corresponding
activation
in
the
hand,
areas
and
put
areas
of
the
brain.
B
You
might
not
know
that
you
had
a
hand
area
at
a
foot
area
of
your
brain,
but
you
do,
and
so
we
found
we
saw
activation
exactly
where
we
might
have
expected.
So
you
touch
an
infant's
hand.
You
see
activation
in
the
hand
area,
the
brain
you
touch
an
infant's
foot
and
you
see
activation
in
the
foot
area
of
the
brain
now.
B
Interestingly,
some
newer
research
that
we
have
done
has
also
suggested
that
if
a
child
sees
an
adult's
hand
being
touched,
the
child's
hand
area
will
also
activate
in
the
same
way,
that
is,
the
child
sees
an
adult's
foot
being
touched.
The
child's
foot
area
of
the
brain
will
also
activate
we're
starting
to
think
of
this,
as
almost
like
the
roof
to
the
empathy,
in
the
sense
that
a
child
has
to
be
able
to
understand
if
I
wash
your
hand
being
touched,
what
would
it
feel
like
for
my
hand
to
be
touched?
B
This
is
a
very,
very
profound
kind
of
skill
that
we
were
thinking
actually
might
begin
very,
very
early
in
infancy.
But
again
you
know,
as
you
think,
about
what
are
some
of
those
first
things
that
caregivers
like
to
do
with
baby
in
the
hospital
when
they
bring
them
home.
You
snuggle
there's
a
lot
of
skin-to-skin
contact
and
it
turns
out
that
that
touch
is
incredibly
important
because
it
is
those
relationships,
in
fact
that
do
build
the
brain.
B
Now
we
start
to
see
you
know
as
much
as
we're
seeing
the
power
of
relationships
early
on.
We
know
that
that
continues
throughout
children's
earliest
years.
The
power
of
social
relationships
is
profound.
Later
on.
We
know
that
children
that
can
communicate
with
people
who
are
known
and
loved
to
them
and
important
in
their
lives.
They
can
communicate.
Even
you
know,
via
video
chat,
for
example,
and
children
both
recognize
familiar
people
on
video
chat.
B
B
We
know
that
that's
going
to
boost
her
motivation,
it's
going
to
prolong
her
focus,
raise
her
scores,
increase
her
content,
increase
her
confidence,
so
the
power
of
social
interactions,
the
power
of
relationships.
Again,
you
really
see
that
from
birth
and
continuing
into
those
school-age
years,
and
so
how
then
do
we
prioritize
the
importance
of
these
relationships
from
a
policy
standpoint,
but
also,
just
you
know,
really
thinking
practically
about
what
do
caregivers
and
children
need?
B
This
is
caregivers,
broadly
speaking,
so
how
do
we
support
caregivers?
Who
are
supporting
children?
Well,
one
of
these
things
we
mentioned
here
is
stress.
Now
we
know
that
stress
affects
both
parents
and
parents,
ability
to
parent,
and
it
also
affects
children.
So
I
want
to
think
quickly
about
just
reviewing
these
kinds
of
stress,
so,
typically
speaking,
we
think
of
stress,
as
as
fitting
into
one
of
three
categories.
The
first
category
of
stress
is
toxic
stress.
Now
this
is
the
kind
of
stress
that
is
severe
stress,
neglect,
abuse.
B
That
stress
so
somebody
that
the
child
can
turn
to
it's
somebody
that
can
help
the
child.
You
know
get
the
appropriate
services
that
they
need
that
they
can.
You
know
the
child.
Has
somebody
to
talk
to
the
child.
Has
that
outlet
that
that
reliable,
consistent
caregiver
it
does
not
have
to
be
the
parent.
It
can
be
any
person
in
that
child's
life
that
the
child
finds
to
be.
You
know
their
their
safe
person
if
you
will
now.
B
The
third
kind
of
stress
is
positive,
stress
and
so
positive
stress
are
the
kinds
of
stressors
that
are
typically
mild
stressors.
They
are
relatively
short-lived
and
they
oftentimes,
even
you
know,
make
you
better
for
it.
So
maybe
the
anxiety
you
have
before
you
take
a
test,
the
anxiety
that
you
might
have
before
you,
you
know,
engage
in
public
speaking,
for
example,
all
of
these
might
be
classified
as
positive
types
of
stressors
they're,
short
they're,
relatively
mild
and
she's
oftentimes.
You
know
you've
done
a
good
thing
by
this.
B
You
know
by
getting
through
that
stressor
so
as
they
start
to
think
about
these
types
of
stress
and
and
their
effect
on
and
their
effect
on,
children's
ability
to
thrive
and
parents
ability
to
support
their
children.
I
just
want
to
consider
that
that
you
know
the
for
either
children
or
parents
stayed
in
an
environment
of
toxic
stress
is
bad
for
your
system.
It's
bad
for
your
brain
development
in
this
that
you
can
think
about
that.
B
B
You
know
literature
that
we
could
consider-
and
perhaps
that's
you
know,
webinar
2.0
for
Allison
and
Jenny
to
consider,
but
simply
is
to
say
that
the
more
we
can
mitigate
stress
and
reduce
stressors
on
children
and
parents,
the
more
likely
it
is
that
they
are
going
to
thrive
over
time,
and
so,
at
the
end
of
the
day,
that
connection
is
cute.
We're
thinking
about
connections
between
other
people
and
the
connections
that
children
have
that
both
allow
them
to
mitigate
the
stressors
and
moderate
the
stressors
in
their
life,
but
also
to
really
thrive.
B
You
know
everything
that
we
know
of
in
terms
of
children's
ability
to
learn
over
time
is
really
based
in
relationships,
and
so
it's
not
so
much
the
toys
that
children
have
or
the
particular
stuff
that
they
have.
It's
really
those
relationships
and
the
high
quality
engagements
that
occur
in
their
everyday
life,
and
that
means
you
know
in
an
early
learning
setting,
for
example,
we're
going
to
prioritize
a
teacher's
ability
to
engage
children
and
these
high
quality
interactions
oftentimes.
That
means
a
teacher
might
need
professional
development
to
do
that.
B
You
know
so
we're
thinking
about
high
quality
interactions
that
are
based
in
relationships
across
the
settings
in
which
children
are
in
throughout
the
day
and
when
we
think
about
where
children
are
throughout
day,
I
think
it's
important
to
consider
that
as
much
as
we
want
to
support
children's
formal
learning
opportunities
in
the
grand
scheme
of
things,
children
are
in
informal
learning
opportunities,
far
more
than
they
are
in
formal
learning.
Environments,
so
formal
learning
environments-
you
know
during
those
k-12
years
take
about
take
up
about
18.5
of
your
waking
hours.
B
You
know
it's
much
less,
of
course,
in
the
0
to
5
space
and
much
less
as
we
get
older,
but
at
no
point
in
time
is
a
formal
learning
environment,
the
predominant
environment
that
children
and
families
are
in
and
so
I
think
it's
as
much
as
we
want
to
support
formal
learning,
environments,
I
think
that's
absolutely
critical,
but
I
also
think
we
want
to
think
about
supporting
those
informal
learning
environments
in
the
other
places
where
children
and
families
are
so.
If
we
think
about
exactly
what
that
is,
we
might
think
about.
B
You
know
those
caregiving
environments,
so
you
know.
Is
it
the
case
that
children
have
access
to
care?
They
have
access
to
high-quality
care?
What
are
the
schools
like?
Are
there
sufficient
schools?
Are
there,
you
know?
Are
there
enough
slots
and
childcare?
For
example,
are
we
providing
families
and
children
with
the
opportunity
to
to
be
placed
in
some
sort
of
formal
care
arrangement
that
allows
parents
to
work
and
you
know
earn
a
living
wage?
What
our
home
afford?
What
our?
B
What's
the
affordability
of
home
cost,
for
example,
we
might
consider
parents
ability
to
make
a
living
wage.
You
might
consider
a
lot
of
you
know:
host
of
other
public
services
like
libraries,
you
know
the
available
resources
that
parents
and
caregivers
have
to
access
in
the
community,
and
you
know
even
things
such
as
transportation
systems.
So
you
know
how
easy
it
is.
Is
it
if
a
parent
or
caregiver
is
using
public
transportation?
B
Think
that's
another
critical
piece
of
this
experience
that
we
need
to
consider
for
families
and
really
thinking
about
serving
families
and
meeting
their
needs,
and
so,
as
we
start
to
think
about,
you
know
where
children
are
I,
would
encourage
us
to
think
more
broadly
than
simply
the
family
unit
and
simply
the
informal
or
formal
learning
environment.
We
want
to
think
about
the
environment,
broadly
speaking
in
the
communities
that
children
and
families
are
in.
B
So
how
do
we
support
that
to
really
provide
children
with
all
of
those
good
early,
high-quality
early
experiences
that
they're
going
to
need
to
make
them
school
ready?
And
so
this
is,
of
course,
just
a
snapshot
of
what
those
choices
might
be.
You
might
consider
things
you
know,
in
addition
to,
you
know,
bring
your
high
quality
professional
development
opportunities
for
teachers
and
early
learning
providers.
B
We're
thinking
about
a
new
set
of
skills
of
next
generation
of
children
might
need-
and
you
know
here-
we're
thinking
about
skills
that
involve
a
lot
of
those
higher
cognitive
skills.
We
talked
about
a
very
beginning
of
this
of
this
webinar,
and
so
it
skills
like
taking
turns
and
seeking
help
the
ability
to
solve
problems,
the
ability
to
lead
and
follow
and
play
to
self-regulate,
to
control
impulses
to
explore
the
environment.
How
do
you
understand
routines?
Are
you
aware
of
your
emotions?
Do
you
shift
attention?
B
B
That
they
can,
you
know,
know
their.
They
know
their
ABCs.
They
know
their
numbers
and
their
shapes
and
I
understand
that,
because
I
think
that
it's
more
the
skills,
rather
than
the
absolute
knowledge
that
really
is
going
to
is
going
to
grow
that
next
generation
and
when
we
think
about
what
kinds
of
earliest
experiences
grow.
These
skills
that
I'm
talking
about
here
again
the
answers
relationships.
B
So
with
that,
we
will
close
I
wanted
to
point
you
also
to
some
resources
that
we
have
online.
We
have
a
series
of
online
modules
that
are
available
for
free
that
really
take
a
much
deeper
dive
into
different
areas
of
science.
We
only
touched
on
today,
so
we
of
course,
have
a
module
and
early
brain
development.
We
also
have
information
on
you
know
a
lot
of
information
on
language
development,
cognitive
development
of
other
forms
of
social
and
emotional
development.
B
A
Thank
You
Sara
I
really
enjoyed
your
presentation.
I
always
learned
something
new.
Thank
you
so
much
if,
at
this
time,
if
you
have
any
questions,
please
do
type
them
into
the
chat
box
on
the
lower
left
side
of
your
screen.
We'll
have
some
time.
I
will
kick
us
off.
I,
really
loved
your
slides
there
with
the
photo
of
the
family
in
the
middle
and
then
sort
of
all
the
different
choices
you
listed
around
them,
showing
different
ways
that
we
support
families
and
their
young
children.
B
A
B
B
You
know
I,
always
there's
such
great
data
coming
out
of
the
home,
visiting
literature
in
particular
in
the
sense
that
home
visits,
I,
think
you
know,
and
you
can
go
for
a
variety
of
programs
there,
but
I
think
homelesses
at
their
core
are
an
opportunity
for
new
parents
in
particular
to
really
learn
a
little
bit
about
child
development.
A
little
bit
about
you
know,
health
and
safety.
You
know
a
lot
of
those
components
of
what
the
in
the
World
Health,
Organization
and
UNICEF
and
the
other
anyway,
the
third
Organization,
what
with
them
the
World
Bank.
B
So
you
know
the
home
visit
really
I
think
allows
a
family
to
learn
about
all
of
those
components
in
a
way
that
is
very
timely.
It
oftentimes
comes
in
those
first
few,
you
know,
weeks
and
months
of
life
when
parents
are
really
just
trying
to
figure
things
out
and
there's
such
great
data
in
terms
of
the
effectiveness
and
how
that
really
creates
environments
in
which
caregivers
can
support
children.
B
You
know
early
relationships
which
we
know
we're
the
basis
for
everything
else,
so
I.
You
know
I
always
think
that
home
visiting
programs
do
a
lot
of
what
we've
talked
about
today,
which
I
think
is
great.
You
know,
but
I
think
that,
as
as
legislators
are
thinking
about,
you
know
how
to
allocate
these
very
precious
dollars,
and
you
completely
sympathize
with
that.
B
You
know
very
functional
thing,
and
so,
if
you
consider
you
know
that
the
breakdown
that
I
showed
you
know
what
a
child
needs
to
thrive
and
what
parents
need
to
be
able
to
support
children.
One
of
the
things
that
parents
need
is
time
and
so
to
the
extent
that
we
can
give
parents
and
caregivers
additional
time.
That's
great,
and
the
other
thing
that
I
would
say
too,
is
that
you
know
these
these.
B
Choosing
to
offer
infant
and
child
care,
perhaps
as
opposed
to
preschool
or
or
something
to
that
effect,
you
know
choosing
to
offer
infant
and
toddler
care
any
way
that
we
can
incentivize
that
any
way
that
we
can
really
support
those
early
learning
providers,
both
with
professional
development
opportunities
with
you
know,
living
wages
for
their
own.
You
know
important
work
that
they're
doing
all
of
those
things
I
think
go
into
creating
that
high-quality
environment
for
infants
and
toddlers
and
their
families.
A
Thank
you
so
much
well,
seeing
that
there
are
no
other
questions
at
this
time.
I'm
gonna,
let
everyone
get
on
with
their
morning.
It
looks
like
we're
about
out
of
time
here
so
I'll,
just
I'll
finish
by
saying
thank
you
so
much
to
to
use
Sarah
to
our
partners
at
the
Virginia
early
childhood
foundation
and
to
all
of
you
for
joining
us
this
morning.
A
Remember
that
we
will
share
an
archived
copy
of
today's
webinar
in
the
coming
days.
If
you
have
any
remaining
questions,
please
feel
free
to
connect
with
us
connect
with
me,
as
my
other
ECE
colleagues
would
say,
as
you
prepare
for
the
upcoming
session,
please
keep
in
mind
that
NCSL
is
here
for
you.
We
would
be
happy
to
provide
you
with
additional
research
resources
or
any
follow
up
information
that
may
be
helpful
to
you
in
the
work
you
do
in
your
state
to
support
early
learners.