Upload
kirsi
View
78
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Nutrition and early learning Aryeh D Stein, PhD Emory University. Early Learning: Status and The Way Forward New Delhi, India September 25-27, 2013. Overview. Why focus on early nutrition? Does early nutrition matter for education? How much of a difference can we make? Recommendations. - PowerPoint PPT Presentation
Citation preview
Early Learning: Status and The Way Forward
New Delhi, India
September 25-27, 2013
NUTRITION AND EARLY LEARNING
Aryeh D Stein, PhDEmory University
Why focus on early nutrition?Does early nutrition matter for education?How much of a difference can we make?Recommendations
OVERVIEW
Every child is uniqueChildren should develop according to their
potential Adequate, nutritious food Safe, healthy environment High-quality cognitive stimulation Emotional support
VISION OF CHILD DEVELOPMENT
GROWTH AND GROWTH FAILURE
Growth happens when (and only when) food is not limiting
An individual child’s potential for growth is unknowable Growth failure can only be measured in terms of a reference
populationGrowth failure results from deficits in one or more
critical nutrients Energy-providing (fat, carbohydrate) Substrates (protein, calcium, fat) Metabolically-important micronutrients (iron, zinc, B
vitamins)Rate-limiting nutrient not always obvious
More of the wrong nutrient(s) will not solve the underlying cause
GROWTH AND GROWTH FAILURE
Establishing individual nutritional need is challenging
Nutritional status is snapshot Height / length for age Weight for height Micronutrient status
But it is a lagging indicator of the balance between intake and need
MEASURING CHILD NUTRITION
GROWTH FAILURE HAPPENS EARLY IN LIFE…
Victora et al, Pediatrics 2010
MOST GROWTH FAILURE HAS HAPPENED BY AGE 24 MO
Height at 24mo (m)
Growth 24mo - adult
(m)
Height at 24mo (f)
Growth 24mo - adult (f)
70.0
75.0
80.0
85.0
90.0 Brazil GuatemalaIndia PhilippinesSouth Africa Reference
cm
Stein et al., Am J Hum Biol 2010 (updated)
PATTERNS OF GROWTH AND GROWTH FAILURE
Stein et al., Am J Hum Biol 2010 (updated)
Birth 12 mo
24 mo
Mid-C
Adulthood
-3.5-3
-2.5-2
-1.5-1
-0.50
BrazilGuatemalaIndiaPhilippinesSouth Africa
HAZ
Growth failure happens early in lifePopulations that are short by age 2 remain
short as adult (but in absolute terms they do not fall much further behind)
There is some evidence of ‘catch-up’ in HAZ at a population level This is at least in part a methodological artifact
CONCLUSIONS ABOUT GROWTH
CHILD AGE AND BRAIN DEVELOPMENT
HUMAN BRAIN DEVELOPMENT
Grantham-McGregor et al., Lancet 2007
GROWTH FAILURE AND HUMAN CAPITAL
SCHOOLING PER SD OF HEIGHT AT 2Y
Victora et al, Lancet 2008
Cognitive: Schooling – 0.8 grades more
(mean of 4.7!) 0.25 SD increase in reading
comprehension 0.25 SD increase in non-
verbal comprehension (Raven’s)
Marriage and fertility: Partner 1.4 y older, 1.0 y
more schooling, 1.0 cm taller
Age at first birth 0.8 y later; 0.63 fewer pregnancies; 0.43 fewer children (women)
Economics: 20.9% increase in
household expenditures
10.1 pp decrease in prevalence of living in poverty
Health: 5% increase in grip
strength No association with
overweight/obesity, BP, glucose
AND MORE BROADLY, PER 1 HAZ AT AGE 2 Y…
Hoddinott et al., AJCN 2013
ET IN PE VN ET IN PE VN ET IN PE VN0
0.020.040.060.080.1
0.120.140.16
Length at 1yGrowth 1-8 y
Effec
t si
ze
Math Reading Vocabulary
CHILD GROWTH AND COGNITIVE ACHIEVEMENT AT AGE 8Y
Crookston et al., AJCN in press
ET IN PE VN ET IN PE VN ET IN PE VN-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
Persistently stunted Recovered FalteredEffec
t si
ze r
elat
ive
to n
ever
st
unte
d
Math Reading Vocabulary
STUNTING AND COGNITIVE ACHIEVEMENT AT 8 Y
Crookston et al., AJCN in press
Children who experience growth faltering stay in school fewer years, perform less well on standardized tests, and have diminished life prospects
Growth recovery after early childhood associated with partial recovery of cognitive function
CONCLUSIONS ABOUT GROWTH AND COGNITIVE FUNCTIONING AND SCHOOLING
WHAT IS THE ROLE OF NUTRITION IN THE ASSOCIATION BETWEEN
GROWTH PATTERNS AND COGNITIVE OUTCOMES?
NUTRITION, GROWTH, COGNITION
Cognitive achievement
s
GrowthFood
ECCD / Schoolin
g
DO NUTRITION INTERVENTIONS
MAKE A DIFFERENCE?
INCAP NUTRITION TRIAL FOLLOW-UP
INTERVENTION DESIGN
Atole FrescoIngredients (g/180 ml)
Incaparina 13.5 -
Dry skim milk
21.6 -
Sugar 9.0 13.3
Flavoring agent
- 2.1
Nutrients per 180 ml
Energy (kcal) 163 59
Protein (g) 11.5 -
2 smaller villages
Atole Fresco
19 21
011
751 785
153 25
0
5
10
15
20
25
30
Atole Fresco Atole Fresco
g / d
ay
0100200300400500600700800900
kcal
/day
PROTEIN ENERGY
INTAKE FROM DIET
INTAKE FROM
SUPPLEMENT
Intakes in children 15-36 mo
2 larger villages
Atole Fresco
0
10
20
30
40
50
1969 1970-71 1972-73 1974-75 1976-77
Atole (n=451) Fresco (n=429)
YES, FOR GROWTHSe
vere
stu
ntin
g (%
)
Severe stunting = HAZ <-3.0 at age 3 y Habicht and Martorell J Nutr 2010
YES, FOR SCHOOLINGGirls: 1.17 grades Boys: No impact on schooling attainment
“The intervention had the effect of promoting greater equality of schooling attainment between women and men, compared to their parents, as it was more effective in the subpopulation (i.e., women) with lower previous schooling.”
Maluccio et al, Econ J, 2009
YES, FOR INTELLECTUAL CAPACITY
Stein et al., APAM 2009
Hoddinott et al. Lancet 2008.
Wages34% to 46% higher
Annual hours worked222 Lower
(CI: -572 to 128)Annual income
US$ 914 higher (CI: -$190, $2018)
0-24 0-36 36-720.00
0.15
0.30
0.45
0.60
0.750.67000000
00000020.620000000000002
0.22
Window of exposure (months)
US$
/ hr
YES, FOR INCOME AND PRODUCTIVITY
P < 0.01
P < 0.01
P > 0.4
In at least one context, supplementation of pregnant women and young children with a nutritious complementary food made a substantial difference in the growth, schooling, cognitive functioning, and economic productivity of the children as adults.
As with all randomized trials, generalization to other contexts must be considered carefully.
CONCLUSIONS ABOUT NUTRITION INTERVENTIONS
WHAT?WHY?WHO?
WHICH NUTRITION INTERVENTIONS?
FoodPrepared mealsNutrient
supplementsSingle nutrientsMultiple micronutrients
WHAT? - WHAT SHOULD BE THE FOCUS?
Diet overall
Zinc
Dietary fats
B group vitamin
s
Vitamin A
Calcium
DHA
Iron
CarbohydratesAdded
sugars
Energy
Other factors
Animal-source foods
Improve growthImprove micronutrient statusImprove physiologic parameters
Immune function Oxidative stress
Encourage participation in ECCD or schooling activities
WHY? - WHAT IS THE OBJECTIVE?
Pregnant and lactating womenInfants (6 mo - 2 /3 y)Preschool children (3-6 y)Elementary school children (6-11 y)Adolescents (12 +)Working adultsElderly
WHO? - WHO SHOULD BE THE FOCUS?
Nutrition for prevention has to happen early in life, the earlier the better First 1000 days
High-quality food in sufficient quantities to meet energy needs will also meet needs for all micronutrients Single-nutrient interventions are unlikely to have
generalizable impactsFood as a participation incentive may be a useful
adjunct to a high-quality educational programFood is not a panacea
Cognitive development requires cognitive stimulation Good nutrition can increase the efficiency of good teaching Macronutrient / micronutrient density Risk for overweight/obesity
DISCUSSION AND RECOMMENDATIONS
RATES OF RETURN TO INVESTMENTS IN HUMAN POTENTIAL
Heckman, Science 2006
Funding for research: US National Institutes of Health Wellcome Trust Bill and Melinda Gates Foundation
Other: CARE-India, CARE-USA Colleagues and study participants
ACKNOWLEDGEMENTS
THANK YOU