TED Salon: Education Everywhere
Kimberly Noble: How does income affect childhood brain development?
Kimberli Nobl (Kimberly Noble): Kako prihod utiče na razvoj dečijeg mozga?
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Neuronaučnica i pedijatar Kimberli Nobl vodi studiju „Bebine prve godine”, prvu randomizovanu studiju do sada, o tome kako porodični prihodi utiču na dečiji kognitivni, emocionalni i moždani razvoj. Ona želi da sazna možemo li pomoći deci u siromaštvu jednostavnim davanjem novca porodicama? „Mozak nije sudbina,” kaže Nobl „i ako dečiji mozak može da se promeni, onda je sve moguće.”
Kimberly Noble - Neuroscientist, pediatrician
Kimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development. Full bio
Kimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development. Full bio
Double-click the English transcript below to play the video.
00:12
What I'm about to share with you
are findings from a study
are findings from a study
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Ono što ću podeliti sa vama
su rezultati istraživanja
su rezultati istraživanja
00:16
of the brains of more than 1,000
children and adolescents.
children and adolescents.
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mozgova više od 1 000 dece i adolescenata.
00:20
Now, these were children
who were recruited
who were recruited
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To su bila deca angažovana
iz različitih porodica širom Amerike,
00:22
from diverse homes
around the United States,
around the United States,
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00:24
and this picture is an average
of all of their brains.
of all of their brains.
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i ovo je prosečna slika njihovog mozga.
00:28
The front of this average brain
is on your left
is on your left
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Prednji deo prosečnog mozga
je sa vaše leve strane,
je sa vaše leve strane,
00:30
and the back of this average brain
is on your right.
is on your right.
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a zadnji deo prosečnog mozga
je sa vaše desne strane.
je sa vaše desne strane.
00:33
Now, one of the things
we were very interested in
we were very interested in
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Ono što je nas veoma interesovalo
00:35
was the surface area
of the cerebral cortex,
of the cerebral cortex,
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je bio površinski deo
cerebralnog korteksa,
cerebralnog korteksa,
00:38
or the thin, wrinkly layer
on the outer surface of the brain
on the outer surface of the brain
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ili tanki, naborani deo
spoljne površine mozga
spoljne površine mozga
00:41
that does most
of the cognitive heavy lifting.
of the cognitive heavy lifting.
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koji odrađuje većinu
teških kognitivnih procesa.
teških kognitivnih procesa.
00:46
And that's because past work
by other scientists has suggested
by other scientists has suggested
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Pošto su prošli radovi
drugih naučnika ukazivali na to
drugih naučnika ukazivali na to
00:49
that in many cases,
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da se, u mnogim slučajevima,
00:51
a larger cortical surface area
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veća površina korteksa
00:53
is often associated
with higher intelligence.
with higher intelligence.
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često dovodi u vezu
sa većom inteligencijom.
sa većom inteligencijom.
00:57
Now, in this study, we found one factor
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U ovoj studiji,
mi smo otkrili jedan faktor
mi smo otkrili jedan faktor
01:00
that was associated
with the cortical surface area
with the cortical surface area
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koji je bio povezan sa površinom korteksa
01:02
across nearly the entire
surface of the brain.
surface of the brain.
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gotovo celom površinom mozga.
01:07
That factor was family income.
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Taj faktor je porodični prihod.
01:12
Now, here, every point you see in color
is a point where higher family income
is a point where higher family income
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Svaka obojena tačka koju vidite ovde
je tačka u kojoj je viši porodični prihod
je tačka u kojoj je viši porodični prihod
01:16
was associated with a larger
cortical surface area in that spot.
cortical surface area in that spot.
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povezan sa većom površinom
korteksa u toj tački.
korteksa u toj tački.
01:21
And there were some regions,
shown here in yellow,
shown here in yellow,
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Takođe postoje neki delovi,
prikazani ovde žutim,
prikazani ovde žutim,
01:24
where that association
was particularly pronounced.
was particularly pronounced.
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gde je ta veza posebno naglašena.
01:27
And those are regions that we know support
a certain set of cognitive skills:
a certain set of cognitive skills:
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A ti delovi su oni koji podržavaju
određene kognitivne sposobnosti:
određene kognitivne sposobnosti:
01:31
language skills
like vocabulary and reading
like vocabulary and reading
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jezičke sposobnosti,
kao što su rečnik i čitanje,
kao što su rečnik i čitanje,
01:35
as well as the ability
to avoid distraction
to avoid distraction
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kao i mogućnost izbegavanja ometanja
01:37
and exert self-control.
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i vršenja samokontrole.
01:39
And that's important,
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Ovo je važno
01:41
because those are the very skills
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zato što su to veštine
01:43
that children living in poverty
are most likely to struggle with.
are most likely to struggle with.
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sa kojima se deca koja žive
u siromaštvu najčešće bore.
u siromaštvu najčešće bore.
01:47
In fact, a child living with poverty
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U stvari, dete koje živi u siromaštvu
01:50
is likely to perform worse on tests
of language and impulse control
of language and impulse control
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ima veće šanse da bude manje uspešno
na testu jezika ili kontrole impulsa
na testu jezika ili kontrole impulsa
01:54
before they even turn two.
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čak i pre svoje druge godine života.
01:58
Now, there are a few points
I'd like to highlight about this study.
I'd like to highlight about this study.
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Postoji par stvari u ovoj studiji
koje bih želela da naglasim.
koje bih želela da naglasim.
02:01
Number one:
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Prva stvar:
02:02
this link between family income
and children's brain structure
and children's brain structure
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ova veza između porodičnih prihoda
i strukture dečijeg mozga
i strukture dečijeg mozga
02:06
was strongest at the lowest income levels.
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je bila najjača
kod najnižih nivoa prihoda.
kod najnižih nivoa prihoda.
02:09
So that means that dollar for dollar,
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Što znači da je dolar po dolar,
02:11
relatively small differences
in family income
in family income
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relativno mala razlika
u porodičnim prihodima
u porodičnim prihodima
02:13
were associated with proportionately
greater differences in brain structure
greater differences in brain structure
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bila praćena proporcionalno
većom razlikom u moždanoj strukturi
većom razlikom u moždanoj strukturi
02:17
among the most disadvantaged families.
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među najugroženijim porodicama.
02:20
And intuitively, that makes sense, right?
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Intuitivno, to ima smisla, zar ne?
02:22
An extra 20,000 dollars for a family
earning, say, 150,000 dollars a year
earning, say, 150,000 dollars a year
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Dodatnih 20 000 dolara za porodicu koja,
recimo, zarađuje 150 000 dolara godišnje
recimo, zarađuje 150 000 dolara godišnje
02:26
would certainly be nice,
but probably not game-changing,
but probably not game-changing,
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bi svakako bilo lepo, ali verovatno
ne bi donelo neku ogromnu promenu,
ne bi donelo neku ogromnu promenu,
02:30
whereas an extra 20,000 dollars
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dok bi dodatnih 20 000 dolara
02:32
for a family only earning
20,000 dollars a year
20,000 dollars a year
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za porodicu koja zarađuje
samo 20 000 dolara godišnje
samo 20 000 dolara godišnje
02:35
would likely make a remarkable difference
in their day-to-day lives.
in their day-to-day lives.
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najverovatnije znatno uticalo
na njihov svakodnevni život.
na njihov svakodnevni život.
02:39
Now, the second point
I'd like to highlight
I'd like to highlight
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Druga stvar koju želim da naglasim
02:41
is that this link between family income
and children's brain structure
and children's brain structure
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je da ova veza između porodičnih prihoda
i dečije strukture mozga
i dečije strukture mozga
02:45
didn't depend on the children's age,
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nije zavisila od uzrasta dece,
02:47
it didn't depend on their sex
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njihovog pola
02:50
and it didn't depend
on their race or ethnicity.
on their race or ethnicity.
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niti rasne ili etničke pripadnosti.
02:53
And the final point --
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I poslednja stvar,
02:55
and this one's key --
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ona ključna,
02:56
there was tremendous variability
from one child to the next,
from one child to the next,
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postojala su ogromna odstupanja
od deteta do deteta,
od deteta do deteta,
03:01
by which I mean there were plenty
of children from higher-income homes
of children from higher-income homes
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pri čemu mislim da je bilo mnogo dece
iz porodica sa većim prihodom
iz porodica sa većim prihodom
03:04
with smaller brain surfaces
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sa manjom površinom mozga,
03:06
and plenty of children
from lower-income homes
from lower-income homes
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i mnogo dece iz porodica
sa manjim prihodom
sa manjim prihodom
03:09
with larger brain surfaces.
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sa većom površinom mozga.
03:11
Here's an analogy.
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Evo poređenja.
03:12
We all know that in childhood,
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Svi znamo da u detinjstvu
03:14
boys tend to be taller than girls,
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dečaci obično budu viši od devojčica,
03:17
but go into any elementary
school classroom,
school classroom,
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ali ako uđete u bilo koju osnovnu školu,
03:19
and you'll find some girls
who are taller than some boys.
who are taller than some boys.
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videćete da su neke devojčice
više od nekih dečaka.
više od nekih dečaka.
03:23
So while growing up in poverty
is certainly a risk factor
is certainly a risk factor
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Dakle, dok je odrastanje u siromaštvu
svakako faktor rizika
svakako faktor rizika
03:26
for a smaller brain surface,
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za manju površinu mozga,
03:28
in no way can I know an individual
child's family income
child's family income
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nikako ne mogu znati na osnovu
pojedinačnog prihoda dečije porodice,
pojedinačnog prihoda dečije porodice,
03:32
and know with any accuracy
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sa preciznošću,
03:33
what that particular child's brain
would look like.
would look like.
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kako bi izgledao mozak
tog određenog deteta.
tog određenog deteta.
03:37
I want you to imagine,
for a moment, two children.
for a moment, two children.
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Želim da na trenutak zamislite dva deteta.
03:40
One is a young child
born into poverty in America;
born into poverty in America;
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Jedno je malo dete
rođeno u siromaštvu u Americi,
rođeno u siromaštvu u Americi,
03:42
the other is also an American child,
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a drugo je takođe američko dete,
03:45
but one who was born
into more fortunate circumstances.
into more fortunate circumstances.
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ali je rođeno u srećnijim okolnostima.
03:49
Now, at birth, we find
absolutely no differences
absolutely no differences
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Pri rođenju, pronalazimo da ne postoji
apsolutno nikakva razlika
apsolutno nikakva razlika
03:53
in how their brains work.
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u tome kako njihov mozak funkcioniše.
Ali do momenta kada su ova dva deteta
spremna da krenu u predškolsko,
spremna da krenu u predškolsko,
03:56
But by the time those two kids
are ready to start kindergarten,
are ready to start kindergarten,
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03:59
we know that the child living in poverty
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znamo da će dete koje živi u siromaštvu
04:01
is likely to have cognitive scores
that are, on average, 60 percent lower
that are, on average, 60 percent lower
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najverovatnije imati kognitivne rezultate
u proseku niže za 60 procenata
u proseku niže za 60 procenata
04:06
than those of the other child.
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od onog drugog deteta.
04:09
Later on, that child living in poverty
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Kasnije, dete koje živi u siromaštvu
04:11
will be five times more likely
to drop out of high school,
to drop out of high school,
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ima pet puta veće šanse
da napusti srednju školu,
da napusti srednju školu,
04:14
and if she does graduate high school,
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a i ako završi srednju školu,
04:16
she'll be less likely to earn
a college degree.
a college degree.
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manja je verovatnoća
da će steći fakultetsku diplomu.
da će steći fakultetsku diplomu.
04:20
By the time those two kids
are 35 years old,
are 35 years old,
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Do svoje 35. godine života,
ova dva deteta,
ova dva deteta,
04:23
if the first child spent
her entire childhood living in poverty,
her entire childhood living in poverty,
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ako prvo dete provede
celo svoje detinjstvo u siromaštvu,
celo svoje detinjstvo u siromaštvu,
04:27
she is up to 75 times
more likely to be poor herself.
more likely to be poor herself.
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ima 75 puta veću šansu
da i samo bude siromašno.
da i samo bude siromašno.
04:34
But it doesn't have to be that way.
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Ali to ne mora da bude tako.
04:36
As a neuroscientist, one of things
I find most exciting about the human brain
I find most exciting about the human brain
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Kao neuronaučnicu, jedna od stvari
koja me najviše fascinira
kod ljudskog mozga
kod ljudskog mozga
04:41
is that our experiences change our brains.
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je da iskustva menjaju naš mozak.
04:45
Now, this concept,
known as neuroplasticity,
known as neuroplasticity,
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Ovaj koncept, poznat kao neuroplastičnost,
04:49
means that these differences
in children's brain structure
in children's brain structure
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znači da ove razlike
u strukturi dečijeg mozga
u strukturi dečijeg mozga
04:52
don't doom a child
to a life of low achievement.
to a life of low achievement.
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ne osuđuju dete
na život niskih dostignuća.
na život niskih dostignuća.
04:55
The brain is not destiny.
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Mozak nije sudbina.
04:59
And if a child's brain can be changed,
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Ako dečiji mozak može da se promeni,
05:01
then anything is possible.
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onda je sve moguće.
05:04
As a society, we spend billions of dollars
each year, educating our children.
each year, educating our children.
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Mi, kao društvo, trošimo milijarde dolara
svake godine na dečije obrazovanje.
svake godine na dečije obrazovanje.
05:09
So what can we tell schools,
teachers and parents
teachers and parents
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Šta možemo da kažemo školama,
nastavnicima i roditeljima
nastavnicima i roditeljima
05:12
who want to help support kids
from disadvantaged backgrounds
from disadvantaged backgrounds
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koji žele da pomognu deci
iz nepovoljnog okruženja
iz nepovoljnog okruženja
da daju sve od sebe u školi i životu?
05:15
to do their best in school and in life?
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05:17
Well, emerging science suggests
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Nauka u začetku sugeriše
05:19
that growing up in poverty is associated
with a host of different experiences
with a host of different experiences
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da je odrastanje u siromaštvu povezano
sa mnoštvom različitih iskustava
sa mnoštvom različitih iskustava
05:24
and that these experiences
in turn may work together
in turn may work together
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i da ova iskustva zauzvrat
mogu zajednički uticati
mogu zajednički uticati
05:26
to help shape brain development
and ultimately help kids learn.
and ultimately help kids learn.
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i time pomoći oblikovanju razvoja mozga
i naposletku pomoći deci da uče.
i naposletku pomoći deci da uče.
05:30
And so if this is right,
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Ako je ovo istina,
05:31
it begs the question:
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to povlači pitanje:
05:32
Where along this pathway
can we step in and provide help?
can we step in and provide help?
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na kom delu ovog puta
mi možemo uskočiti i pružiti pomoć?
mi možemo uskočiti i pružiti pomoć?
05:36
So let's consider first intervening
at the level of learning itself --
at the level of learning itself --
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Uzmimo prvo intervenciju
na nivou samog učenja -
na nivou samog učenja -
05:39
most commonly through
school-based initiatives.
school-based initiatives.
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najčešće kroz školske inicijative.
05:42
Now, should we be encouraging teachers
to focus on the kinds of skills
to focus on the kinds of skills
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Da li treba da podstičemo nastavnike
da se fokusiraju na veštine
da se fokusiraju na veštine
sa kojima će deca iz nepovoljnih sredina
najverovatnije imati problema?
najverovatnije imati problema?
05:45
that disadvantaged kids
are most likely to struggle with?
are most likely to struggle with?
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05:48
Of course.
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Naravno.
05:49
The importance of high-quality education
based in scientific evidence
based in scientific evidence
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Važnost visokokvalitetnog obrazovanja
zasnovanog na naučnim dokazima
zasnovanog na naučnim dokazima
05:53
really can't be overstated.
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stvarno se ne može prenebreći.
05:54
And there are a number of examples
of excellent interventions
of excellent interventions
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Postoje brojni primeri
izvanrednih intervencija
izvanrednih intervencija
05:57
targeting things like literacy
or self-regulation
or self-regulation
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koje imaju za cilj opismenjavanje
ili samokontrolu,
ili samokontrolu,
06:00
that do in fact improve kids' cognitive
development and their test scores.
development and their test scores.
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koje zaista poboljšavaju dečiji kognitivni
razvoj i rezultate njihovih testova.
razvoj i rezultate njihovih testova.
06:04
But as any intervention scientist
doing this work would tell you,
doing this work would tell you,
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Ali za svaku intervenciju, naučnici
koji rade ovaj posao bi vam rekli,
koji rade ovaj posao bi vam rekli,
06:08
this work is challenging.
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to je izazovan posao.
06:09
It's hard to implement high-quality,
evidence-based education.
evidence-based education.
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Teško je primeniti visokokvalitetno
obrazovanje zasnovano na dokazima.
obrazovanje zasnovano na dokazima.
06:12
And it can be labor-intensive,
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Može zahtevati veliku radnu snagu,
06:14
it's sometimes costly.
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a ponekad je skupo.
06:16
And in many cases, these disparities
in child development emerge early --
in child development emerge early --
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U mnogim slučajevima, ove razlike
u dečijem razvoju se pojave rano,
u dečijem razvoju se pojave rano,
06:20
well before the start
of formal schooling --
of formal schooling --
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mnogo pre nego što počne
formalno školovanje,
formalno školovanje,
06:22
sometimes when kids are just toddlers.
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ponekad kad je dete mlađe od 3 godine.
06:25
And so I would argue:
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Tako da bih iznela argument:
06:27
school is very important,
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škola je veoma važna,
06:29
but if we're focusing
all of our policy efforts
all of our policy efforts
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ali ako usmerimo sve naše napore
06:32
on formal schooling,
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na formalno školovanje,
06:33
we're probably starting too late.
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verovatno počinjemo prekasno.
06:36
So what about taking a step back
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Šta kažete da napravimo korak unazad,
06:39
and focusing on trying to change
children's experiences?
children's experiences?
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i fokusiramo se na trud
da se promeni dečije iskustvo?
da se promeni dečije iskustvo?
06:42
What particular experiences
are associated with growing up in poverty
are associated with growing up in poverty
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Koje specifično iskustvo je povezano
sa odrastanjem u siromaštvu,
sa odrastanjem u siromaštvu,
06:46
and might be able to be targeted
to promote brain development
to promote brain development
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a moglo bi da bude naš fokus
u cilju razvoja mozga
u cilju razvoja mozga
06:48
and learning outcomes for kids?
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i poboljšanja ishoda učenja kod dece?
06:50
Of course, there are many, right?
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Naravno, ima ih mnogo, zar ne?
06:52
Nutrition, access to health care,
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Ishrana, pristup zdravstvenoj zaštiti,
06:56
exposure to second-hand smoke or lead,
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izloženost pušenju ili olovu,
iskustvo stresa ili diskriminacije,
06:59
experience of stress or discrimination,
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07:01
to name a few.
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da ih nabrojimo nekoliko.
07:03
In my laboratory,
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U mojoj laboratoriji,
07:04
we're particularly focused
on a few types of experiences
on a few types of experiences
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posebno smo fokusirani
na nekoliko vrsta iskustava
na nekoliko vrsta iskustava
07:07
that we believe may be able to be targeted
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za koje verujemo da mogu postati naš fokus
07:10
to promote children's brain development
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za podsticanje razvoja dečijeg mozga
07:12
and ultimately improve
their learning outcomes.
their learning outcomes.
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i na kraju poboljšanja
njihovih rezultata učenja.
njihovih rezultata učenja.
07:15
As one example,
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Evo jednog primera.
07:16
take something I'll call
the home language environment,
the home language environment,
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Uzmimo nešto što ja zovem
kućno jezičko okruženje,
kućno jezičko okruženje,
07:19
by which I mean, we know
that the number of words kids hear
that the number of words kids hear
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a pod tim podrazumevam,
znamo da broj reči koje dete čuje
znamo da broj reči koje dete čuje
07:23
and the number of conversations
they're engaged in every day
they're engaged in every day
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i broj razgovora
u koje su svakodnevno uključeni
u koje su svakodnevno uključeni
07:26
can vary tremendously.
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mogu strahovito varirati.
07:28
By some estimates,
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Prema nekim procenama,
07:29
kids from more advantaged backgrounds
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deca iz boljih okruženja
07:31
hear an average of 30 million
more spoken words
more spoken words
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u proseku čuju oko 30 miliona
više izgovorenih reči
više izgovorenih reči
07:34
in the first few years of life
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u prvih nekoliko godina života,
07:36
compared to kids from less
advantaged backgrounds.
advantaged backgrounds.
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u poređenju sa decom
iz manje povoljnih okruženja.
iz manje povoljnih okruženja.
07:39
Now, in our work, we're finding
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Kroz naš rad, saznajemo
07:41
that kids who experience
more back-and-forth,
more back-and-forth,
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da deca koja imaju više iskustva dijaloga,
07:44
responsive conversational turns
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pitanja i odgovora,
07:46
tend to have a larger brain surface
in parts of the brain
in parts of the brain
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imaju tendenciju da imaju veću
moždanu površinu u delovima mozga
moždanu površinu u delovima mozga
07:49
that we know are responsible
for language and reading skills.
for language and reading skills.
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za koje znamo da su odgovorni
za jezik i sposobnost čitanja.
za jezik i sposobnost čitanja.
07:53
And in fact, the number
of conversations they hear
of conversations they hear
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U stvari, broj razgovora koje čuju
07:55
seems to matter a little bit more
than the sheer number of words they hear.
than the sheer number of words they hear.
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izgleda da je malo značajniji
od samog broja reči koje čuju.
od samog broja reči koje čuju.
08:00
So one tantalizing possibility
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Dakle, jedna primamljiva mogućnost
08:02
is that we should be teaching parents
not just to talk a lot,
not just to talk a lot,
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je da bi trebalo učiti roditelje
ne samo da pričaju puno,
ne samo da pričaju puno,
08:05
but to actually have more conversations
with their children.
with their children.
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nego da u stvari vode
više razgovora sa svojom decom.
više razgovora sa svojom decom.
08:08
In this way, it's possible
that we'll promote brain development
that we'll promote brain development
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Na ovaj način je moguće
da ćemo podstaći razvoj mozga
da ćemo podstaći razvoj mozga
08:11
and perhaps their kids' language
and reading skills.
and reading skills.
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i možda jezičke i čitalačke veštine
kod njihove dece.
kod njihove dece.
08:15
And in fact, a number
of scientists are testing
of scientists are testing
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I zaista, određeni broj naučnika testira
08:17
that exciting possibility right now.
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upravo sada ovu uzbudljivu mogućnost.
08:20
But of course, we all know
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Ali naravno, mi svi znamo
08:21
that growing up in poverty is associated
with lots of different experiences
with lots of different experiences
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da je odrastanje u siromaštvu
povezano sa mnogo različitih iskustava
povezano sa mnogo različitih iskustava
osim toga koliko razgovora dete vodi.
08:24
beyond just how many
conversations kids are having.
conversations kids are having.
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08:27
So how do we choose what else to focus on?
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Kako onda da izaberemo
na šta još da se fokusiramo?
na šta još da se fokusiramo?
08:30
The list can be overwhelming.
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Spisak može biti poražavajući.
08:32
There are a number
of high-quality interventions
of high-quality interventions
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Postoji veliki broj
visokokvalitetnih intervencija
visokokvalitetnih intervencija
08:35
that do try to change
children's experience,
children's experience,
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koje zaista pokušavaju
da promene dečije iskustvo,
da promene dečije iskustvo,
08:37
many of which are quite effective.
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od kojih su mnoge prilično efikasne.
08:39
But again, just like
school-based initiatives,
school-based initiatives,
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Ali opet, baš kao i inicijative
bazirane na školi, to je težak posao.
bazirane na školi, to je težak posao.
08:41
this is hard work.
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Može biti pun izazova,
08:43
It can be challenging,
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08:44
it can be labor-intensive,
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zahtevati veliku radnu snagu,
08:45
sometimes costly ...
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ponekad biti skup...
08:48
and on occasion,
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A povremeno
08:49
it can be somewhat patronizing
for scientists to swoop in
for scientists to swoop in
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može biti pomalo snishodljivo
za naučnike da upadaju
za naučnike da upadaju
08:52
and tell a family what they need to change
in order for their child to succeed.
in order for their child to succeed.
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i govore porodici šta treba da promene
kako bi njihovo dete bilo uspešno.
kako bi njihovo dete bilo uspešno.
08:57
So I want to share an idea with you.
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Zato želim da podelim ideju sa vama.
09:01
What if we tried to help
young children in poverty
young children in poverty
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Šta ako pokušamo da pomognemo
deci u siromaštvu
deci u siromaštvu
09:05
by simply giving
their families more money?
their families more money?
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jednostavno dajući
njihovim porodicama više para?
njihovim porodicama više para?
09:10
I'm privileged to be working
with a team of economists,
with a team of economists,
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Imam tu privilegiju da radim
sa timom ekonomista,
sa timom ekonomista,
09:12
social policy experts and neuroscientists
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eksperata za socijalnu politiku
i neuronaučnika
i neuronaučnika
09:14
in leading Baby's First Years,
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u sprovođenju „Bebinih prvih godina”,
09:16
the first-ever randomized study
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prve randomizovane studije ikad,
09:19
to test whether poverty reduction causes
changes in children's brain development.
changes in children's brain development.
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koja testira da li smanjenje siromaštva
izaziva promene u dečijem razvoju mozga.
izaziva promene u dečijem razvoju mozga.
09:25
Now, the ambition of the study is large,
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Ova studija ima velike ambicije,
09:27
but the premise is actually quite simple.
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ali je njena pretpostavka
prilično jednostavna.
prilično jednostavna.
09:30
In May of 2018,
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U maju 2018. godine
09:31
we began recruiting 1,000 mothers
living below the federal poverty line
living below the federal poverty line
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počeli smo da regrutujemo 1 000 majki
koje žive ispod granice siromaštva
koje žive ispod granice siromaštva
09:35
shortly after they gave birth
in a number of American hospitals.
in a number of American hospitals.
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nedugo nakon što su se porodile
u nekoliko američkih bolnica.
u nekoliko američkih bolnica.
09:40
Upon enrolling in our study,
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Nakon uključivanja u našu studiju,
09:41
all mothers receive
an unconditional monthly cash gift
an unconditional monthly cash gift
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sve majke su primile
bezuslovni mesečni novčani poklon
bezuslovni mesečni novčani poklon
09:45
for the first 40 months
of their children's lives,
of their children's lives,
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za prvih 40 meseci života njihove dece,
09:48
and they're free to use this money
however they like.
however they like.
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i slobodne su da koriste
taj novac kako god žele.
taj novac kako god žele.
09:52
But importantly,
mothers are being randomized,
mothers are being randomized,
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Ali ono što je važno je da su majke
nasumično podeljene u grupe,
nasumično podeljene u grupe,
09:55
so some mothers are randomized
to receive a nominal monthly cash gift
to receive a nominal monthly cash gift
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tako da su neke majke nasumično izabrane
da prime nominalni mesečni novčani poklon,
da prime nominalni mesečni novčani poklon,
10:00
and others are randomized to receive
several hundred dollars each month,
several hundred dollars each month,
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a druge su nasumično izabrane da primaju
nekoliko stotina dolara svakog meseca,
nekoliko stotina dolara svakog meseca,
10:04
an amount that we believe is large enough
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iznos za koji verujemo
da je dovoljno velik
da je dovoljno velik
10:06
to make a difference
in their day-to-day lives,
in their day-to-day lives,
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da poboljša njihov svakodnevni život,
povećavajući njihov mesečni prihod
za 20 do 25 procenata u većini slučaja.
za 20 do 25 procenata u većini slučaja.
10:08
in most cases increasing
their monthly income by 20 to 25 percent.
their monthly income by 20 to 25 percent.
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10:13
So in this way,
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Na ovaj način,
10:14
we're hoping to finally move
past questions
past questions
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nadamo se da ćemo konačno moći
da prevaziđemo pitanja
da prevaziđemo pitanja
10:17
of how poverty is correlated
with child development
with child development
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u kakvoj je vezi siromaštvo
sa razvojem deteta
sa razvojem deteta
10:21
and actually be able to test
whether reducing poverty causes changes
whether reducing poverty causes changes
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i stvarno biti u mogućnosti da proverimo
da li smanjenje siromaštva donosi promene
da li smanjenje siromaštva donosi promene
10:25
in children's cognitive, emotional
and brain development
and brain development
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u kognitivnom, emocionalnom
i moždanom razvoju deteta
i moždanom razvoju deteta
10:28
in the first three years of life --
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u prve tri godine života -
10:31
the very time when we believe
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upravo u vreme kada verujemo
10:32
the developing brain may be
most malleable to experience.
most malleable to experience.
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da iskustvo ima najveći uticaj
na mozak u razvoju.
na mozak u razvoju.
10:37
Now, we won't have definitive results
from this study for several years,
from this study for several years,
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Nećemo imati konačne rezultate
ove studije još nekoliko godina,
ove studije još nekoliko godina,
10:41
and if nothing else,
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i ako ništa drugo,
10:42
1,000 newborns and their moms
will have a bit more cash each month
will have a bit more cash each month
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1 000 novorođenčadi i njihovih mama
će imati malo više novca svakog meseca
će imati malo više novca svakog meseca
10:45
that they tell us they very much need.
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za koji kažu da im je preko potreban.
10:48
But what if it turns out
that a cost-effective way
that a cost-effective way
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Ali šta ako se ispostavi
da je isplativ način
da je isplativ način
10:51
to help young children in poverty
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da se pomogne maloj deci u siromaštvu
10:54
is to simply give their moms more money?
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jednostavno dati više para
njihovim mamama?
njihovim mamama?
10:58
If our hypotheses are borne out,
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Ako se naše hipoteze potvrde,
11:00
it's our hope that results from this work
will inform debates about social services
will inform debates about social services
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nadamo se da će rezultati ovog rada
pokrenuti raspravu o socijalnim službama
pokrenuti raspravu o socijalnim službama
11:05
that have the potential to effect millions
of families with young children.
of families with young children.
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koje imaju potencijal da utiču
na milione porodica sa malom decom.
na milione porodica sa malom decom.
11:09
Because while income may not be the only
or even the most important factor
or even the most important factor
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Zato što, iako prihod možda nije jedini
ili čak najvažniji faktor
ili čak najvažniji faktor
11:13
in determining children's
brain development,
brain development,
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u određivanju razvoja dečijeg mozga,
11:16
it may be one that,
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može biti onaj koji se,
11:17
from a policy perspective,
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iz zakonske perspektive,
11:19
can be easily addressed.
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može lako regulisati.
11:22
Put simply,
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Jednostavno rečeno,
11:23
if we can show that reducing poverty
changes how children's brains develop
changes how children's brains develop
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ako možemo dokazati da smanjenje
siromaštva menja razvoj dečijeg mozga,
siromaštva menja razvoj dečijeg mozga,
11:28
and that leads to meaningful
policy changes,
policy changes,
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a to vodi svrsishodnoj promeni strategija,
11:32
then a young child born into poverty today
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onda malo dete rođeno u siromaštvu danas
11:35
may have a much better shot
at a brighter future.
at a brighter future.
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može imati mnogo bolje šanse
za svetliju budućnost.
za svetliju budućnost.
11:39
Thank you.
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Hvala vam.
11:40
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Kimberly Noble - Neuroscientist, pediatricianKimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development.
Why you should listen
Trained as a neuroscientist and board-certified pediatrician, Dr. Kimberly Noble has examined disparities in development and health across infancy, childhood and adolescence. She is currently an Associate Professor of Neuroscience and Education at Teachers College, Columbia University, where she directs the Neurocognition, Early Experience and Development (NEED) Lab. She received her undergraduate, graduate and medical degrees at the University of Pennsylvania and was the recipient of the Association for Psychological Science Janet Taylor Spence Award for Transformative Early Career Contributions.
In collaboration with a multidisciplinary team of scientists from around the United States, Noble is co-directing the Baby's First Years study, the first clinical trial of poverty reduction to assess the causal impact of income on children's cognitive, emotional and brain development in the first three years of life. Her work has received worldwide attention in the popular press, including the Washington Post, The Economist, Newsweek, The Guardian, Le Monde and NPR. A full list of her publications can be found here.
Kimberly Noble | Speaker | TED.com