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In two longitudinal studies, we examined to what extent teacher-rated social competence, emotional maturity, and language and cognitive development in kindergarten (measured with the Early Development Instrument, EDI; Janus & Offord, 2007) are associated with children's self-reported social relations with peers, emotional well-being (measured with the Middle Years Development Instrument, MDI; Schonert-Reichl et al., 2013), and numeracy and literacy (assessed with standardized achievement tests) in middle childhood. The studies were conducted using population-based data linkages (N > 7000) from Western Canada. Using multilevel regression analyses, we found that teacher-rated social competence in kindergarten most strongly predicted 4th graders' self-report of their connectedness to peers, and emotional maturity most strongly predicted emotional well-being. Teacher-rated cognitive and language development in kindergarten most strongly predicted 4th graders' standardized numeracy and literacy test results. We discuss our results with regard to previous findings in the literature, and address methodological and conceptual challenges in regard to examining children's early development across interdependent domains.

This paper examines school readiness profiles of kindergarten children for the largest language groups in British Columbia, Canada. School readiness data were drawn from a population-level database that contains teacher ratings of children's school readiness, obtained via the Early Development Instrument (EDI; Janus & Offord, 2007 ). School readiness profiles (N = 95,537) were compared according to children's home language background (English, Cantonese, Mandarin, Punjabi, and Tagalog) serving as a proxy for cultural/ethno-cultural background, and gender (49% female). Furthermore, children speaking Cantonese, Mandarin, Punjabi, or Tagalog as their home language were divided into monolingual and bilingual groups according to their English proficiency, using administrative records of children’s home language and English Language Learner (ELL) status. Analyses were conducted via multilevel modeling, controlling for the nested structure of the data (children within classrooms) and for children's families’ socioeconomic status (i.e., income). The most prominent findings were that bilingual children were rated higher than the overall average on virtually every aspect of school readiness. Cantonese and Mandarin speaking children were rated most highly on pre-academic skills, and Punjabi-speaking children on emotional and social competencies and behaviors. English Language Learners in all language groups were rated as being more shy and reluctant to display socially scripted behaviors than non-English Language Learners.

A growing body of research has documented associations between adverse childhood environments and DNA methylation, highlighting epigenetic processes as potential mechanisms through which early external contexts influence health across the life course. The present study tested a complementary hypothesis: indicators of children's early internal, biological, and behavioral responses to stressful challenges may also be linked to stable patterns of DNA methylation later in life. Children's autonomic nervous system reactivity, temperament, and mental health symptoms were prospectively assessed from infancy through early childhood, and principal components analysis (PCA) was applied to derive composites of biological and behavioral reactivity. Buccal epithelial cells were collected from participants at 15 and 18 years of age. Findings revealed an association between early life biobehavioral inhibition/disinhibition and DNA methylation across many genes. Notably, reactive, inhibited children were found to have decreased DNA methylation of the DLX5 and IGF2 genes at both time points, as compared to non‐reactive, disinhibited children. Results of the present study are provisional but suggest that the gene's profile of DNA methylation may constitute a biomarker of normative or potentially pathological differences in reactivity. Overall, findings provide a foundation for future research to explore relations among epigenetic processes and differences in both individual‐level biobehavioral risk and qualities of the early, external childhood environment., This study examined whether children's early internal, biological, and behavioral responses to stress were predictive of DNA methylation later in life. Findings revealed an association between early life biobehavioral reactivity and DNA methylation in multiple genes measured at both 15 and 18 years of age. As such, DNA methylation may constitute a biomarker of normative or potentially pathological differences in reactivity.

Socioeconomic resources – those of individuals, communities, and societies – are perhaps the most fundamental determinant of nearly every health and health behavioral outcome in every society and at every point in history, including the present day. With little exception, fewer socioeconomic resources are associated with lower health status and worsened health behaviors, a phenomenon that is often termed the “socioeconomic gradient in health.” In this chapter, we (a) review key insights that have emerged from the large body of literature in this area, and that provide strong and consistent support for the rather lofty assertion about the critical role of socioeconomic resources, (b) present an emergent conceptual model that synthesizes this literature, and (c) develop two case studies in which we trace the mechanisms that produce a socioeconomic health gradient in various societies, and the mechanisms that can “flatten” the gradient, and thereby produce greater health equity.

This study investigated how various risk and protective factors interface with child health and well-being at the population level. Specifically, we examined the association of income, social-contextual variables, and indicators of health-related habits and activities to children’s life satisfaction and perceived overall health. Child data were collected via a self-report survey, the Middle Years Development Instrument, which was administered in three demographically diverse Canadian school districts to 5026 grade 4 students (83 % of the students had complete data and were included in the analyses). Multiple regression and mediation analyses were conducted to examine the joint associations of social relationships with adults and peers, nutrition and sleep habits, and after school sports activities with children’s satisfaction with life and perceived health. Results indicate that peer belonging and relationships with adults at home and school were the strongest predictors of life satisfaction. Furthermore, the (small) association between income and life satisfaction was mediated by social relationship variables. Child reports of perceived health were predicted by peer belonging, adult relationships (home, school, neighborhood), after-school team sports, and nutrition habits. The (small) association between income and health was mediated by social relationships and team sports participation. Findings are discussed in light of previous research on social determinants and socio-economic gradients of children’s health and life satisfaction.

Background Some cohort studies bank lymphoblastoid cell lines (LCLs) as a renewable source of participant DNA. However, although LCL DNA has proved valuable for genetic studies, its utility in epigenetic epidemiology research is unknown. Methods To assess whether LCL DNA can be used for life-course environmental epigenomics, we carried out a pilot methylomic study (using the Illumina Infinium Human Methylation 450 BeadChip) of nil-passage, Epstein-Barr virus (EBV)-transformed LCLs (n = 42) and 28 matched whole-blood (WB) samples. These were from adult male participants of the British 1958 birth cohort, selected for extremes of social economic position (SEP) in childhood and adulthood, with additional information available on childhood abuse and prenatal tobacco exposure. Results We identified a small number of weak associations between these exposures and methylation levels of both individual CpG sites and genomic regions in WB and LCLs. However, only one of the regional, and none of the individual CpG site associations were common to both sample types. The lack of overlap between the associations detected in LCL compared with those found in WB could either be due to the EBV-transformation process, or to the fact that, unlike WB, LCLs are essentially a single (CD19+) cell type. We provide evidence that the latter is the more potent explanation, by showing that CpG sites known to be differentially methylated between different types of blood cell have significantly lower correlations (R = 0.11) than average (R = 0.2) between WB and LCLs in our datasets, whereas sites known to be affected by EBV-transformation have significantly higher correlations (R = 0.3). Conclusions This small pilot study suggests that the DNA methylation profile of LCLs is more closely related to that of B cells than WB and, additionally, that LCLs may nevertheless be useful for life-course environmental epigenomics.

This chapter begins with an assertion that, beyond the cultural traditions that affirm childhood as a period of special and lasting importance, a new science of child development reveals an influence of the early years throughout the life course. Through processes of “biological embedding,” early developmental experiences and exposures become neurobiologically instantiated in the brain and genome, thereby affecting trajectories of health and development for the remainder of life. The socioeconomic maldistribution of exposures to adversities and misfortune allots a disproportionate share of physical and mental morbidities to those growing up in conditions of poverty and disadvantage. These outcomes now appear related to epigenetic interactions between aspects of allelic variation-based vulnerability and the assaultive or supportive conditions of early life. Future research should thus address how epigenetic regulation of gene expression is linked to the neurobiological processes underpinning developmental psychopathology and other maladaptive outcomes. Richer understanding of how early environments can amplify or diminish the impacts of adversity exposure will provide new insights to guide the construction of novel, effective, and early interventions.

This chapter offers type of conceptual scheme for classifying the range of different factors influencing health status, and assessing their relative importance. The dimensions of the cube were chosen to organize data on heterogeneities in population health, in order to use them more effectively as clues to the determinants of health status at the individual level. The life cycle is fundamental to the study of heterogeneities in population health status because it is the basis of biological change in individuals as they age. Observed heterogeneities in health status can arise through several different causal pathways or mechanisms operating across different population partitions and stages of the life cycle. The sources of heterogeneity in health status would then be contemporaneous with the observed heterogeneities themselves. A population can be partitioned according to any number of different characteristics. But the interesting partitions are those which consistently demonstrate clear heterogeneity of health status across their subgroups in many diverse settings.

The developing brains of young children are highly sensitive to input from their social environment. Nurturing social experience during this time promotes the acquisition of social and cognitive skills and emotional competencies. However, many young children are confronted with obstacles to healthy development, including poverty, inappropriate care, and violence, and their enhanced sensitivity to the social environment means that they are highly susceptible to these adverse childhood experiences. One source of social adversity in early life can stem from parenting that is harsh, inconsistent, non-sensitive or hostile. Parenting is considered to be the cornerstone of early socio-emotional development and an adverse parenting style is associated with adjustment problems and a higher risk of developing mood and behavioral disorders. Importantly, there is a growing literature showing that an important predictor of parenting behavior is how parents, especially mothers, were parented themselves. In this review, we examine how adversity in early-life affects mothering behavior in later-life and how these effects may be perpetuated inter-generationally. Relying on studies in humans and animal models, we consider evidence for the intergenerational transmission of mothering styles. We then describe the psychological underpinnings of mothering, including responsiveness to young, executive function and affect, as well as the physiological mediators of mothering behavior, including hormones, brain regions and neurotransmitters, and we consider how development in these relevant domains may be affected by adversity experienced in early life. Finally, we explore how genes and early experience interact to predict mothering behavior, including the involvement of epigenetic mechanisms. Understanding how adverse parenting begets adverse parenting in the next generation is critical for designing interventions aimed at preventing this intergenerational cycle of early adversity.

The goal of this research was to examine the role of supportive adults to emotional well-being in a population of Grade 4 students attending public schools in Vancouver, Canada. Reflecting the ecology of middle childhood, we examined the extent to which perceived family, school, and neighborhood support relate to young people’s self-reported emotional well-being ( N = 3,026; 48% female; Mage = 9.75). Furthermore, we investigated the hierarchy of importance among those support factors in predicting students’ well-being. As expected, adult support in all three ecological contexts was positively related to emotional well-being. School support emerged as the most important adult support factor, followed by home and neighborhood support. All three support factors emerged as stronger predictors than socioeconomic status (SES) in our study. We discuss our findings in relation to the empirical field of relationship research in middle childhood, and how our findings can inform educational practice.

The goals of this study were to longitudinally examine the association between social and emotional competence (SEC) and academic achievement in early adolescence, exploring the moderating role of gender in this relation. Using a short-term longitudinal design, self- and teacher-reported indicators of SEC were used to predict early adolescents' (N = 461, Mean age = 12.02 years, SD = 0.41, 47% female) achievement in math and reading on a standardized achievement test in grade 7. As hypothesized, teacher-reported SEC in sixth grade significantly predicted higher scores in math and reading on the standardized test in seventh grade. A significant interaction between self-reported SEC and gender in predicting reading scores indicated that SEC was a significant positive predictor for reading outcomes in boys only. Self-reported SEC was not significantly related to math achievement. Results are discussed in line with the literature and practical implications of the findings are discussed.

Understanding the causal impacts of taking at-risk youth into government care is part of the evidence base for policy. Two sources of exogenous variation affecting alternative subsets of the at-risk population provide causal impacts interpreted as local average treatment effects. Placing 16- to18-year-old males into care decreases or delays high school graduation, increases income assistance receipt, and has alternative effects on criminal convictions depending upon the instrument employed. This suggests that asking whether more or fewer children should be taken into care is insufficient; it also matters which, and how, children are taken into care. L'impact du fait de placer des jeunes hommes adolescents en foyer d”accueil sur l’education, l'assistance pour maintenir le revenu, et les condamnations. Comprendre les impacts causes par la prise en charge par le gouvernement d”un jeune a risques est partie integrale d'une politique fondee sur des donnees probantes. Deux sources de variation exogene affectant differentes portions de la population a risque engendrent des impacts qui sont interpretes comme ayant des effets sur le traitement local moyen. Placer des jeunes hommes de 16 a 18 ans en foyer d'accueil diminue ou retarde la diplomation au secondaire, accroit la dependance de l'aide sociale, et a des effets differents sur les condamnations au criminel selon les instruments employes. Voila qui suggere qu'il n'est pas suffisant de se demander si plus ou moins d'enfants devraient etre mis en foyer d'accueil, ce qui est important est plutot de se demander comment on prend soin des enfants.

We assessed the availability and accessibility of early childhood development (ECD) services to ethno-cultural communities in the Tri-Cities region of British Columbia. Primary participants were recent immigrant and refugee parents from three ethnic communities: Chinese (both Mandarin- and Cantonese-speaking) and Korean-, and Farsi-speaking groups (Iranian and Afghani). Secondary participant groups included ECD service providers, community educators, and facilitators involved in ECD programmes and services. The study employed a participatory community-based approach, aiming to: (1) assess the different meanings, understandings, and practices relating to ECD, (2) examine the ways in which behavioural, cultural, and institutional practices may influence ECD access and use of services; and (3) contribute to the development of a culturally competent definition, measure, and model for ECD that is applicable to ethno-cultural communities. Significant portions of members of the cultural communities do not have a...

Much of the literature on parent-toddler interactions does not account for the lack of independence in data. This investigation used a theory and method appropriate for examining the moment-to-moment patterns of joint actions between mothers and toddlers during a “do” task. Using contextual action theory to guide a mixture of methods, we observed and described the joint goal-directed series of actions of mothers and their toddlers as well as mothers’ intentions, meanings, and emotions they ascribed to their actions. Additionally, the associations between the patterns of joint mother-toddler actions and children’s negative emotionality were examined. Thirty mothers and their children participated in the study. Data collection included video-recorded activity, video recall interviews, and self-report questionnaires. Quantitative and qualitative analysis of the data revealed that (a) children were mostly engaged in the task alongside with their mothers’ on-going involvement; (b) mothers attributed a range of meanings to their interactions with their children; and (c) mothers’ perceptions of their toddlers’ dimensions of emotional negativity were associated with the organization of dyads’ joint goal directed actions—both when children were engaged in the task or self-focused.

A new science of human development is emerging, which has the capacity to transform the way we understand the origins of health and disease; to increase the public health significance of early child development; and to call into question how and when society should act on a range of health problems. It builds on the multidisciplinary evidence that social environments and experiences during sensitive periods in brain and biological development affect health for the balance of the life course through a process called biological embedding. Despite the fact that biological embedding has established credibility in the scientific literature, the transformative power of the new science has yet to be fully realized in policy and practice. To further this transformation, this symposium offers a public health perspective on biological embedding.

Full day kindergarten (FDK) is expanding across North America, but program impacts remain poorly understood. Using administrative data, this paper reports impacts from a targeted program in British Columbia for Aboriginal and English as a Second Language (ESL) students. Staged implementation of FDK created natural controls, allowing unbiased two-stage least squares (instrumental variables) estimates of program impacts. We find that the targeted FDK program increased grade 4 educational attainment, producing statistically and socially significant impacts. Further research, longer follow-up, and rigorous methods are needed to guide FDK policy for the general student population.

This paper describes evidence that led to the concept of biological embedding and research approaches designed to elucidates its mechanisms. Biological embedding occurs when experience gets under the skin and alters human biological and developmental processes; when systematic differences in experience in different social environments in society lead to systematically different biological and developmental states; when these differences are stable and long term; and, finally, when they have the capacity to influence health, well-being, learning, or behavior over the life course. Biological embedding emerged from insights in population health on the unique characteristics of socioeconomic gradients: Ubiquity in poor and postscarcity societies alike; gradient seen regardless of whether socioeconomic status is measured by income, education, or occupation; cutting widely across health, well-being, learning, and behavior outcomes; replicating itself on new conditions entering society; and, often, showing that flatter gradients mean better overall societal outcomes. Most important, the gradient begins the life course as a gradient in developmental health, suggesting that the emergence of a multifaceted resilience/vulnerability early in life is the best place to look for evidence of biological embedding. To understand its character, the metaphor of the “archeology of biological embedding” has been used, wherein the surficial stratum of the “dig” is experience and behavior, the shallow stratum is organ system and cellular function, and the deep stratum is gene function. We are now ready to address the fundamental question of biological embedding: How do early childhood environments work together with genetic variation and epigenetic regulation to generate gradients in health and human development across the life course?

The paper presents a population-based study on the association of victimization and peer and adult relationships with children’s life satisfaction, self-esteem, anxiety, and depressive symptoms. The study extends previous research by examining 2-, 3-, and 4-way higher-order interaction effects (moderation hypotheses) of adults and peer relationships, victimization, and gender on positive and negative aspects of children’s well-being. The study draws from a representative population-level sample of 2,792 4th graders (Mage = 9.70 years; 48.2 % girls). Data were obtained via student self-report survey on the Middle Years Development Instrument (MDI). Given the nested data (children within classrooms), we employed multi-level regression analyses. Positive relationships with adults and peers were most strongly associated with life satisfaction and self-esteem, whereas victimization was most strongly associated with depressive symptoms and anxiety. No significant 2- or 3-way interactions were identified. The 4-way interaction of gender, adult connectedness, peer connectedness, and victimization was significant for three outcomes; that is, victimization was particularly strongly associated with low life satisfaction, low self-esteem, and high depressive symptoms for girls with low self-reports of peer and adult connectedness. The findings have implications for promoting children’s well-being in school and community contexts, corroborating interventions that foster relationship-building skills and simultaneously reduce victimization.

Occupational stress for early childcare educators is an area of apparent understudy in the literature. The present study attempted to address this gap and provide some updated data regarding the experiences of this occupational group. Early childhood workers across a variety of early childhood education settings (N = 69) responded to questionnaires regarding perceived stress, individual/educational background, and work setting (Perceived Stress Scale, You Bet I Care!, and Ways of Coping Questionnaires). Our findings suggest that early childhood educators who were married, had a stable community, and had no children of their own felt less perceived stress. Further, workers who utilized problem-solving coping, felt job security, and experienced higher job satisfaction and control, reported less perceived stress. In contrast, individuals who employed avoidant coping, worked full-time, and expressed feelings of exhaustion and/or frustration, felt greater amounts of stress. These findings are reviewed in the context of workplace interventions that may be considered useful toward increasing recruitment and retention of quality early childhood educators through decreased perceived stress.

BackgroundCortisol levels may be altered in childhood in association with maltreatment (neglect, abuse and witnessing abuse) and other adversities, yet little is known about whether effects on cortisol persist into later life.AimsTo establish whether childhood psychosocial adversities predict cortisol levels in mid-adulthood.MethodChildhood psychosocial adversities were ascertained in the 1958 British birth cohort and cortisol was measured in two saliva samples, one 45 min after awaking (T1) and the other 3 h later the same day (T2), from 6524 participants aged 45 years.ResultsNo association was seen for abuse or household dysfunction in childhood and adult cortisol levels. In women but not men,T1cortisol was lowered by 7.9% per unit increase in childhood neglect score (range 0–3);T1toT2cortisol decline was less steep. High levels of maltreatment (abuse, neglect, witnessed abuse) were associated with >25% lowerT1cortisol in both men and women, and 24% higherT2cortisol for men after adjustment for concurrent depressive/anxiety symptoms.ConclusionsIn a non-clinical population, cumulative maltreatments in childhood were associated with flattened morning cortisol secretion in mid-adult life.

Objectives. We examined the relationship between unemployment and mortality in Germany, a coordinated market economy, and the United States, a liberal market economy. Methods. We followed 2 working-age cohorts from the German Socio-economic Panel and the US Panel Study of Income Dynamics from 1984 to 2005. We defined unemployment as unemployed at the time of survey. We used discrete-time survival analysis, adjusting for potential confounders. Results. There was an unemployment–mortality association among Americans (relative risk [RR] = 2.4; 95% confidence interval [CI] = 1.7, 3.4), but not among Germans (RR = 1.4; 95% CI = 1.0, 2.0). In education-stratified models, there was an association among minimum-skilled (RR = 2.6; 95% CI = 1.4, 4.7) and medium-skilled (RR = 2.4; 95% CI = 1.5, 3.8) Americans, but not among minimum- and medium-skilled Germans. There was no association among high-skilled Americans, but an association among high-skilled Germans (RR = 3.0; 95% CI = 1.3, 7.0), although this was limited to those educated in East Germany. Minimum- and medium-skilled unemployed Americans had the highest absolute risks of dying. Conclusions. The higher risk of dying for minimum- and medium-skilled unemployed Americans, not found among Germans, suggests that the unemployment–mortality relationship may be mediated by the institutional and economic environment.

Objective: Estimates from Canada's first national mental health surveillance initiative-which is based on diagnostic codes in administrative health care utilization databases-indicate that the proportion of Canadians who receive mental health care is more than twice as high as reported in Canada's national mental health survey. Our study examines and clarifies the nature and extent of differences between 2 predominant types of data that are used for mental health services research and planning. Method: A person-by-person data linkage was conducted between the Canadian Community Health Survey: Mental Health and Well-Being and administrative health care utilization records (British Columbia Ministry of Health Services-Medical Services Plan, and Hospital Discharge Abstract Database) within a universal-access, publically funded health care system, to examine the level of agreement between the data sources and respondent characteristics associated with agreement (N = 2378). Results: The prevalence of mental health care from general practitioners (GPs) was higher in administrative data (19.3%; 95% CI 17.7% to 20.9%) than survey data (8.5%; 95% CI 7.5% to 9.8%). Agreement between prevalence estimates from the 2 data sources was associated with age, mental health characteristics, and the number of GP visits. The median number of visits per person was significantly higher in the survey data. Conclusions: GPs saw more than twice as many patients for mental health issues according to administrative data, compared with survey data; however, the number of visits per patient was higher in survey data. Objectif : Les estimations de la premiere initiative nationale de surveillance de la sante mentale au Canada, qui se fondent sur les codes diagnostiques des bases de donnees administratives d'utilisation des soins de sante, indiquent que la proportion de Canathens qui recoivent des soins de sante mentale est plus de deux fois plus elevee que ce qui est rapporte dans les enquetes nationales de sante mentale du Canada. Notre etude examine et clarifie la nature et la portee des differences entre les 2 types predominants de donnees qui sont utilises pour la recherche et la planification des services de sante mentale. Methode : Un couplage des donnees de personne a personne a ete mene entre le volet Sante mentale et bien-etre de l'Enquete sur la sante dans les collectivites canathennes et les dossiers administratifs de l'utilisation des soins de sante (Ministere des Services de sante de la Colombie-Britannique - Regime des services medicaux et Base de donnees sur les conges des patients) au sein d'un systeme de sante d'acces universel, finance publiquement, afin d'examiner le niveau de concordance entre les sources de donnees et les caracteristiques des repondants associees a la concordance (N = 2378). Resultats : La prevalence des soins de sante mentale dispenses par les omnipraticiens (OP) etait plus elevee dans les donnees administratives (19,3 %; IC a 95 % 17,7 % a 20,9 %) que dans les donnees de l'enquete (8,5 %; IC a 95% 7,5 % a 9,8 %). La concordance entre les estimations de prevalence des 2 sources de donnees etait associee avec l'âge, les caracteristiques de sante mentale, et le nombre de visites â l'OP. Le nombre moyen de visites par personne etait significativement plus eleve dans les donnees de l'enquete. Conclusions : Les OP ont vu plus de deux fois plus de patients pour des questions de sante mentale, selon les donnees administratives, comparativement aux donnees de l'enquete; toutefois, le nombre de visites par patient etait plus eleve dans les donnees de l'enquete. Key Words: mental health, general practitioners, surveys, administrative data, data linkage, data sources, ambulatory care Received August 2011, revised, and accepted January 2012. Results of preliminary analyses from this study were presented at the Annual Scientific Symposium of the Canadian Academy of Psychiatric Epidemiology in Toronto, November 2006, and at the International Congress of the International Federation of Psychiatric Epidemiology in Vienna, April 2009. …

In response to a general paucity of research exploring biological markers of behavior in children in elementary school classrooms, this study investigated associations among cortisol, aggression, and prosocial (sharing and helping) behaviors, and peer and teacher supportive relationships in school-aged children. Salivary cortisol was obtained from children (N = 89, Mean age = 10.4 years, SD = .62) in classrooms three times a day (9 am, 12 pm, and 3 pm) across four consecutive days. Multiple informants (i.e., peers and teachers) completed questionnaires on children’s social behavior, peer acceptance (peers only), and student–teacher closeness (teachers only). The results indicated a unique mediating influence of peer acceptance and teacher closeness on the association of afternoon cortisol with prosocial and specific subtypes of aggressive behavior (proactive, reactive, social). Findings highlight the importance of peer and teacher relationships in studies of biobehavioral development and demonstrate the utility of integrating neurobiological processes in classroom-based research.

This paper presents findings from a population-level, research-to-action partnership project on children’s well-being during the middle childhood years. Relations between 4th graders’ (N = 3,026) well-being (composite of satisfaction with life, optimism, self-concept, overall health, and depressive symptoms) and their social and contextual assets (adult connectedness, peer connectedness, school experiences, health habits, after-school program participation) were examined via a school district-wide administration of the Middle Years Development Instrument (MDI)—a self-report, population-based survey administered by teachers to children in their classrooms. Findings corroborated the premise that children’s well-being is associated with their social and contextual assets. Specifically, after controlling for socioeconomic status and language background, significant and positive relationships were found between children’s well-being and the number of social and contextual assets reported, with each additional asset associated with a significantly higher level of well-being. In order to disseminate our findings to school and community stakeholder groups and to facilitate the translation of research into action, we developed geographical maps that illustrate the relationship between the children’s well-being composite and their social and contextual assets at the neighborhood-level. We conclude by addressing theoretical, methodological, and practical challenges of our research-to-action partnership, and by discussing the importance of collecting and disseminating population-level data on children’s well-being in combination with data on developmentally-relevant social and contextual factors that are amenable to change by school and community programs and initiatives.

BackgroundThe hormone ‘cortisol’ has been associated with cognitive deficits in older ages, and also with childhood cognition. The extent to which the associations of cortisol with cognitive deficits in later life reflect associations with childhood cognition ability is unclear. This study aimed to assess associations between adult cortisol levels and subsequent cognitive functions, while considering childhood cognition and other lifetime covariates.MethodData are from the 1958 British Birth Cohort. Two morning salivary cortisol samples were obtained at 45 years: 45 min after waking (t1) and 3 h later (t2). Standardized tests assessing immediate and delayed verbal memory, verbal fluency and speed of processing were administered at 50 years. Information on cortisol, cognitive outcomes and covariates [e.g. birthweight, lifetime socio-economic position (SEP), education, smoking and drinking habits, body mass index (BMI), menopausal status, and depression/anxiety] was obtained for 4655 participants.ResultsWorse immediate and delayed verbal memory and verbal fluency at 50 years were predicted by elevated t2 cortisol at 45 years. For instance, for 1 standard deviation (s.d.) increase in t2 cortisol, individuals scored −0.05 s.d. lower on verbal memory and fluency tests. Childhood cognition explained about 30% of these associations, but associations with adult cognition remained.ConclusionsThis study suggests that higher cortisol levels in late morning at 45 years are associated with poorer verbal memory and fluency at 50 years, with a contribution from childhood cognition to these associations.

This study is premised on the notion that public health policy should address not only health itself, but also primary determinants of health. We examined the effect of national policies on educational outcomes, in particular, on adolescent reading literacy (ARL). We compared the effect of traditional policy indicators – national income and educational spending – with income inequality, a measure of redistributive policies. We used Organization for Economic Cooperation and Development (OECD) data that provide a rare opportunity to test policy effects after accounting for competing individual-, school-, and country-level explanations. Our sample consisted of 119 814 students, 5126 schools, and 24 countries. Multilevel/Hierarchical regression findings were striking: GDP had a significant, but negligible effect on ARL scores (β=0.002, SE=0.0008), while educational spending had no significant effect. By contrast, income inequality exhibited a larger inverse association (β=−1.15, SE=0.57). Among the wealthy nations in OECD, additional economic prosperity and educational spending is trumped by distribution of income for its effect on ARL. Our study yielded a striking result about education, a major determinant of health. Not only is income inequality a significant determinant of ARL scores, but direct spending on education and overall national economic prosperity are not.

Background Disadvantaged socio-economic position (SEP) in childhood is associated with increased adult mortality and morbidity. We aimed to establish whether childhood SEP was associated with differential methylation of adult DNA. Methods Forty adult males from the 1958 British Birth Cohort Study were selected from SEP extremes in both early childhood and mid-adulthood. We performed genome-wide methylation analysis on blood DNA taken at 45 years using MeDIP (methylated DNA immunoprecipitation). We mapped in triplicate the methylation state of promoters of approximately 20 000 genes and 400 microRNAs. Probe methylation scores were averaged across triplicates and differential methylation between groups of individuals was determined. Differentially methylated promoter sites of selected genes were validated using pyrosequencing of bisulfite-converted DNA. Results Variably methylated probes (9112 from n = 223 359 on the microarray) corresponded to 6176 gene promoters with at least one variable probe. Unsupervised hierarchical clustering of probes obtained from the 500 most variable promoters revealed a cluster enriched with high SEP individuals confirming that SEP differences contribute to overall epigenetic variation. Methylation levels for 1252 gene promoters were associated with childhood SEP vs 545 promoters for adulthood SEP. Functionally, associations with childhood SEP appear in promoters of genes enriched in key cell signalling pathways. The differentially methylated promoters associated with SEP cluster in megabase-sized regions of the genome. Conclusions Adult blood DNA methylation profiles show more associations with childhood SEP than adult SEP. Organization of these associations across the genome suggests a well-defined epigenetic pattern linked to early socio-economic environment.

Fifteen-year-old adolescents (N = 109) in a longitudinal study of child development were recruited to examine differences in DNA methylation in relation to parent reports of adversity during the adolescents’ infancy and preschool periods. Microarray technology applied to 28,000 cytosine–guanine dinucleotide sites within DNA derived from buccal epithelial cells showed differential methylation among adolescents whose parents reported high levels of stress during their children’s early lives. Maternal stressors in infancy and paternal stressors in the preschool years were most strongly predictive of differential methylation, and the patterning of such epigenetic marks varied by children’s gender. To the authors’ knowledge, this is the first report of prospective associations between adversities in early childhood and the epigenetic conformation of adolescents’ genomic DNA.

United Nations Convention on the Rights of the Child (CRC) has universal recognition as the main human rights treaty providing international standards and a yardstick for fulfillment of children's rights. The Convention stipulates a monitoring system for countries that signed up to it. This system places international legal obligation on countries to write periodic reports to the Committee on the Rights of the Child (UNCRC) as the monitoring body of the Convention. The monitoring Committee on the Rights of the Child as a part of the Convention (Articles 42–45 of the CRC) also issues general comments to guide governments in better understanding, implementing, and monitoring the implementation of the Convention in their countries. Therefore, it provides a basis for developing child rights indicators. Its General Comment on implementing child rights in early childhood provides an excellent basis for developing early childhood indicators based on human rights. The manual and the framework developed is a tool ...

Objective: The study estimates the economic costs of early vulnerability in the light of population-level data showing that between 25% and 30% of Canadian children do not arrive at kindergarten meeting all of the developmental benchmarks they need to thrive both now and into the future. Methods: The study examines Early Development Instrument (EDI) data across Canada as of 2008/09, and across time within British Columbia since 2001. We then link the BC EDI data with school achievement results on standardized tests in grades four and seven, along with graduation records and criminal justice information. Results: The result is a synthetic cohort with which we can simulate the impact on economic growth of reducing early vulnerability in BC from its current rate of 29% to 10%, a threshold above which child vulnerability is biologically unnecessary. Discussion: Nearly three times what it should be, a rate of early vulnerability that approaches 30% signals that the country now tolerates an unnecessary brain drain that will dramatically deplete our future stock of human capital. Economic analyses reveal that this depletion will cause Canada to forgo 20% in GDP (gross domestic product) growth over the next 60 years. The economic value of this loss is equivalent to investing $2.2 trillion to $3.4 trillion today at a rate of 3.5% interest, even after paying for the social investment required to reduce vulnerability. Key words: Child development; population health; public policy

What happens to children in their earliest years is critical for their development throughout the life course. The years from zero to school age are foundational for brain and biological development. Attachment and face recognition; impulse control and regulation of physical aggression; executive function in the prefrontal cortex and focused attention; fine and gross motor functions and coordination; receptive and expressive language; and understandings of quantitative concepts are all established during this time and become embedded in the architecture and function of the brain (Doherty 1997; Kolb 2009; McCain and Mustard 1999). Brain and biological development are in turn expressed through three broad domains of development of the whole child: physical, social-emotional and language-cognitive, which together are the basis of "developmental health" (Keating and Hertzman 1999). Developmental health influences many aspects of well-being, including obesity and stunting, mental health, heart disease, competence in literacy and numeracy, criminality and economic participation throughout life (Irwin et al. 2007). Accordingly, developmental health is the central concern of this article.

Aim: This paper offers an overview of the current state of knowledge of the critical social determinants of child development and the complex ways in which these can influence health trajectories. Methods: We conducted an overview of the research conducted by medical and social scientists in the attempt to uncover the conditions under which children reach optimal health and developmental. Results: The first years of life represent a critical period during which trajectories of health vulnerability are determined by the complex interplay between biological, genetic, and environmental conditions. Conclusions: There are fundamental principles of optimal child development that apply to all human beings, regardless of language and culture.

The authors took a population-based approach to testing how commonly studied neighborhood socioeconomic conditions are associated with the language and cognitive outcomes of residentially stable rural and urban children tracked from kindergarten (ages 5–6) to Grade 4 (ages 9–10). Child-level kindergarten Early Development Instrument (EDI) data were probabilistically linked to scores on Grade 4's Foundation Skills Assessment (FSA), 4 years later, and to socioeconomic data describing the children's residential neighborhoods. Multilevel analyses were performed for a study population of 5,022 children residing in 105 neighborhoods across British Columbia, Canada: 635 children in 20 rural neighborhoods and 4,825 children in 85 urban neighborhoods. Concentrated immigration consistently predicted better child outcomes. Moreover, the determinants of children's language and cognitive outcomes analyzed cross-sectionally differed from the determinants of outcomes analyzed longitudinally. Furthermore, there were notable differences in the extent of the relationship between neighborhood socioeconomic conditions and rural and urban children's outcomes over time. © 2010 Wiley Periodicals, Inc.

The authors argue that population‐level data should be used to advance interdisciplinary research about community effects on early development. These data permit the identification of neighborhoods in which development patterns deviate from predictions based on local socioeconomic status (SES). So‐called ‘off‐diagonal’ places signal where researchers are likely to discover processes that either deflect the risks of low SES or dampen the salutary impact of favorable SES. Since such neighborhoods will be best understood relative to nearby ‘on‐diagonal’ neighborhoods where macro‐economic and/or public policy factors are constant, the authors present a methodology for illuminating these regional clusters. The method is deployed in British Columbia, Canada, where a team has collected developmental observations from two censuses of kindergarten children (n = 82,632). The article discusses how these clusters can be used to coordinate sampling decisions among academics representing the range of disciplines needed...

Warburton W, Hertzman C, Oberlander TF. A register study of the impact of stopping third trimester selective serotonin reuptake inhibitor exposure on neonatal health. Objective: To determine whether risk for adverse neonatal outcomes are reduced by stopping SSRI use before the end of pregnancy. Method: Using population health data, maternal health and prenatal SSRI prescriptions were linked to neonatal birth records (N = 119 547) (1998–2001). Neonates SSRI-exposed in the last 14 days (L14) of gestation were compared with infants who had gestational exposure, but not during the last 14 days (NL14). Propensity score matching was used to control for potential confounders (total exposure, maternal health characteristics). Results: Increased risk for neonatal respiratory distress was present where L14 exposure occurred compared with risk where exposure stopped before L14. However, controlling for potential maternal and neonatal confounders, differences disappeared. Conclusion: Controlling for maternal illness severity, reducing exposure to SSRI’s at the end of pregnancy had no significant clinical effect on improving neonatal health. These findings raise the possibility that some adverse neonatal outcomes may not be an acute pharmacological condition such as toxicity or withdrawal.

Socioeconomic gradients for five school readiness domains were examined in multilevel analyses in relation to English-as-a-Second-Language status (comparing English-, Punjabi-, and Cantonese-speaking children) and gender, drawing from a population-based sample (n = 40,722) from British Columbia, Canada. School readiness ratings were obtained from the teacher-administered Early Development Instrument (EDI; Janus and Offord (Canadian journal of behavioural science 39: 1–22, 2007) and linked to enumeration area (6-digit postal code) level socioeconomic status census data. The findings show that (i) girls obtain consistently higher ratings on all developmental domains of the EDI than boys, (ii) the socioeconomic gradient for Punjabi-speaking children is significantly flatter than for English- and Cantonese-speaking children, and (iii) English-, Punjabi-, and Cantonese-speaking children obtain similar ratings on all developmental domains, except communication skills (in English), once analyses control for socioeconomic status. The findings are discussed with regard to cultural and ecological theories of development, and recommendations for the design and analyses of future research are provided.

In British Columbia, Canada, two population‐based databases have been linked at the level of the individual child: the Early Development Instrument, a Kindergarten school readiness measure; and the Foundation Skills Assessment, a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and numeracy outcomes of a province‐wide study population of children with special needs (N = 3677) followed longitudinally from Kindergarten to Grade Four. In particular, we explored the categories of special needs among our study population. In addition, we investigated the Kindergarten school readiness and Grade Four literacy and numeracy outcomes of children with special needs. We also explored the Grade Four literacy and numeracy outcomes of children with special needs who were ‘not school ready’ at Kindergarten. Finally, we identified the categories of special needs of children who participated in the Kindergarten data collection, but were missing literacy and nume...

This editorial provides a critical review of the progress in social determinants of health research over the last two decades, suggesting new perspectives which may further our understanding of persistent social inequalities in health. It highlights the global significance of the Special Issue setting it in the context of the recently released WHO Commission on Social Determinants of Health Final Report (CSDH 2008). The editorial introduces individual papers in the Special Issue and discusses how they are in line with, complement or provide feedback to, the WHO CSDH Final Report and its call for actions to close the health gap in a generation. Finally, based on the articles in this Special Issue and emerging themes of the global research and policy literature, it outlines a number of significant directions for future research and actions, from both methodological and theoretical points of view. (editor abstract)

To the Editors of Early Years: We are writing in response to the paper by Li, D'Angiulli and Kendall (2007), published recently in your journal. As researchers responsible for developing, validatin...

A strong case has been built in support of the importance of early child development based on the “new neuroscience.”[1][1]–[3][2] We now understand that health, emotional well-being and life success have their roots in early childhood. This has implications for all countries that are

BACKGROUND: Five cycles of data from the Canadian National Longitudinal Survey of Children and Youth (1994/5–2002/3) were used to examine patterns of child care use in Quebec and the rest of Canada to explore the impact of Quebec’s implementation of universal child care. METHODS: Rates of overall use as well as use of regulated (child care centre, family child care) and non-regulated care (sitter, nanny, relative, family child care) were examined for preschoolers aged 0–5 years in Quebec as compared to the other provinces and by family household income. Chi-square tests were used to examine significance of differences. RESULTS: Since the implementation of Quebec’s child care program, Quebec demonstrated substantial increases in child care use, particularly in the use of regulated care (from 10% prior to program compared to 30% by 2002) whereas the use of unregulated care did not demonstrate a significant increase in Quebec as compared to the other provinces (1994 to 2002). Furthermore, the use of regulated care by low-income families was greater in Quebec than elsewhere in Canada, although the greatest increase in use of regulated care was for children from high-income families. CONCLUSION: Findings suggest that since the introduction of Quebec’s universal child care program, there was an increase in the use of regulated child care for families of preschoolaged children in the province, although by 2002 Quebec had not achieved the coverage of universal child care programs attained by many European countries.

Marginal zinc deficiency (MZD), the subclinical stage of zinc deficiency, is common in industrialized societies. Serum zinc, the most common biomarker of zinc status, lacks sensitivity and specificity to diagnose this deficiency. Hair zinc, however, is sensitive and specific enough to detect MZD in children. Differences in hair zinc associated with age and sex have been reported. These differences have not been investigated thoroughly; therefore, interpretation of the results of hair analyses is difficult. This cross-sectional study was designed to examine the hair zinc status of a group of Vancouver preschoolers (24-71 months) and assess the age- and sex-based differences in their hair zinc. Hair samples were obtained (n = 719) and analyzed for zinc using inductively coupled plasma mass spectrometry. Our results indicated a mean hair zinc of 115 +/- 43 microg/g with 17% below the low hair zinc cutoff (70 microg/g). Boys and girls had comparable mean hair zinc, while girls had a significantly higher occurrence of low hair zinc than boys (21% vs. 12%). Children4 years of age had significantly lower mean hair zinc and higher rate of low hair zinc compared to childrenor =4. Our study provides important reference values for the hair zinc of healthy North American preschoolers.

Life-course associations among cortisol, cognitive development and educational attainment in the general population are not well understood. Using the 1958 British birth cohort, our aim was to establish whether cortisol patterns at age 45y are associated with childhood cognition and qualification level by adulthood. We measured salivary cortisol in 6527 individuals, 45min after waking (t(1)) and 3h later (t(2)). To identify lack of morning cortisol peak and diurnal rhythm, we defined groups with: (a) t(1) cortisol in the bottom 5% of the distribution, or (b) 'flat't(1)-t(2) cortisol. Data on cognitive tests at ages 7, 11 and 16y and educational level were used. All childhood cognitive tests (maths, reading, verbal and non-verbal ability) were inversely associated, although not always significantly, with low t(1) and flat t(1)-t(2) cortisol. For example, at age 11 for males, a standard deviation (SD) increase in maths score was associated with a 28% decreased odds for lowest t(1) cortisol, and with a 13% decreased odds of flat t(1)-t(2) cortisol. Associations for lowest t(1) and flat t(1)-t(2) cortisol were attenuated after adjustment for qualification level at 33y among males, although adjustment for childhood socio-economic position had little effect. Weaker associations for lowest t(1) cortisol among females were either unchanged or strengthened after adjustment for qualification level. Our results for males, but less so for females, are compatible with a causal relationship in either direction, namely from cortisol to cognitive ability or vice versa.

The article reports results from a Human Early Learning Partnership initiative that aims to address limitations within the literature concerning neighborhood effects on child development. Problems include the tendency for studies to (a) rely on small samples of children, (b) focus on high-risk populations, (c) define neighborhood by Census boundaries, (d) attend only to 1 or 2 developmental domains, and (e) adhere to a narrow understanding of socioeconomic status. By collecting data from a near-census of kindergarten children in British Columbia, Canada, using the Early Development Instrument, our research addresses all 5 problems. Findings reported in this article lay the groundwork for the Human Early Learning Partnership's much more ambitious program of social care research that aims to measure directly the processes by which physical and social settings influence human development in the formative early years, rather than to infer them from data routinely collected for other purposes. The article conc...