♪ ♪ ♪ ♪ >> CRADLE TO THE GRAVE CARE IS INCOMPLETE.

WOMB TO THE TOMB IS MORE ACCURATE.

STAY WITH US AS WE TALK WITH PEDIATRICIAN Dr. DONNA GRISBY ABOUT CHANGING THE TIMELINE ON PEDIATRIC CARE NEXT ON "KENTUCKY HEALTH."

♪ ♪ ♪ ♪ "KENTUCKY HEALTH" IS FUNDED IN PART BY A GRANT FROM THE FOUNDATION FOR A HEALTHY KENTUCKY.

CASHES SAYS TO BRUTUS, THE FAULT, DEAR BRUTUS IS NOT IN THE STARS BUT IN OURSELVES.

CASIUS IS RIGHT.

WE ARE RESPONSIBLE FOR OUR ACTIONS.

HOWEVER, THE SAME ACTIONS ARE PREDICATED UPON THE EVENTS AND INFLUENCES THAT AFFECT US PRIOR TO BIRTH.

IN HER BOOK "ORIGINS" AUTHOR AND JOURNALIST ANNIE MURPHY PAUL POSTULATES THAT MANY OF OUR CHARACTERISTICS INCLUDE HEALTH, INTELLIGENCE AND TEMPERAMENT ARE INFLUENCED BY THE CONDITIONS ENCOUNTERED BEFORE BIRTH FORMING THE BASIC TENETS OF A FIELD OF STUDY CALLED FETAL ORIGINS.

TO HELP US GET A BETTER UNDERSTANDING OF HOW OUR ENVIRONMENT, SOCIAL INTERACTIONS AND INTENTIONAL INTERACTIONS IMPACT CHILD HEALTH AND BEHAVIOR, WE HAVE AS OUR GUEST TODAY Dr. DONNA GRISBY, GRADUATE FROM EAST STATE UNIVERSITY IN JOHNSON CITY, TENNESSEE SHE CAME NORTH FOR THE UNIVERSITY OF KENTUCKY.

CURRENTLY SHE IS A PROFESSOR IN THE DEPARTMENT OF PEDIATRICS AND CHIEF OF THE DIVISION OF GENERAL ACADEMIC PEDIATRICS AT THE UNIVERSITY OF KENTUCKY.

Dr. GRISBY, DONNA, THANK YOU FOR BEING WITH US TODAY.

>> THANK YOU FOR HAVING ME.

>> I WAS ACCURATE IN YOUR COMING NORTH?

>> I THINK IT'S FUN TOE SAY I CAME NORTH.

TECHNICALLY, IT IS NORTH, YES, BUT IT DOESN'T FEEL LIKE NORTH, RIGHT?

>> UNTIL WE GET THE SNOW, I GUESS.

I WANT TO START OFF THOUGH, WE OFTEN TIMES THINK THAT WHEN THE BABY COMES OUT OF THE CHUTE, THAT'S WHEN THE TIMELINE BEGINS WHEN WE START THINKING ABOUT CARE FOR THAT INFANT.

HAVE WE MISSED THE BOAT?

>> I THINK SO.

I THINK WE HAVE TO THINK ABOUT WHAT INFLUENCES THAT FETAL DEVELOPMENT AND THAT FETUS' HEALTH WHILE THE MOTHER IS STILL CARRYING THAT BABY.

AND IF YOU THINK ABOUT ALL OF THE THINGS THAT FORM, THAT DEVELOP IN THOSE FIRST FEW WEEKS OF THE LIFE, MANY TIMES THINGS HAPPEN BEFORE THE MOTHER EVEN REALIZES SHE'S PREGNANT.

SO IT'S REALLY IMPORTANT FOR TO US LOOK AT THE HEALTH OF THE MOTHER DURING THAT PREGNANCY AS WELL AS HOW THAT BABY DOES AT THE TIME OF BIRTH.

>> I WAS GOING SAVE IT FOR A LATER PART OF OUR DISCUSSION, BUT I'M FASCINATED BY THE CONCEPT OF FETAL ORIGINS.

I GUESS WE ARE TALKING ABOUT MAYBE NOT SOMETHING THAT HAPPENED TO THE MOTHER, BUT MAYBE THE MOTHER'S MOTHER.

CAN YOU KIND OF TAKE US THROUGH WHAT THIS ALL IS AND EXACTLY HOW IT IMPACTS HEALTH?

>> SO WHEN YOU LOOK AT KIND OF THE CONCEPT OF FETAL ORIGINS, YOU ARE LOOKING AT THINGS THAT IMPACT, THAT BECOME GENERATIONAL IMPACTS.

THE EFFECTS OF STRESS.

THE EFFECTS OF A TOXIC ENVIRONMENT.

THE EFFECTS OF VIOLENCE.

THE EFFECTS OF POOR HEALTH.

THOSE TEND TO GET PAST DOWN FROM GENERATION TO GENERATION UNLESS WE BREAK THAT CYCLE.

IN SOME CASES OF POVERTY OR VIOLENCE OR POOR HEALTH.

SO, A LOT OF THAT MAY OCCUR WHEN THE GRAND MOTHER WAS CARRYING THE MOTHER, THAT IMPACTED THE MOTHER'S HEALTH, WHICH IS GOING TO, IN TURN, IMPACT THE FETUS' HEALTH.

>> SO THESE ARE THINGS THAT A LOT OF US DON'T EVEN THINK ABOUT.

ARE THESE THE SOCIAL DETERMINANTS, WHEN WE TALK ABOUT SOMETIMES ABOUT HEALTH, THE SORT OF THING WE ARE TALKING ABOUT?

>> MANY TIMES WE SEE A DIFFERENT DIFFERENCE IN HEALTH OUTCOMES, IN EDUCATIONAL OUTCOMES, IN SUCCESS IN LIFE OUTCOMES BASED ON THE FACTORS THAT SURROUND US, LIKE ENVIRONMENTAL FACTORS, POVERTY, TOXINS, YOU KNOW, I WENT TO A MEETING A FEW YEARS AGO AND THEY WERE TALKING ABOUT THE EFFECTS OF LEAD, AND THEY DID A STUDY IN CHICAGO, WHERE THERE IS A TREMENDOUS BURDEN OF LEAD IN THE HOUSING THERE.

AND THAT FOR A LOT OF THOSE CHILDREN, IT'S SO OVERWHELMING THAT THEY CAN'T EVEN ADDRESS IT.

SO, IN SOME WAYS, WE ARE FORTUNATE IN KENTUCKY.

WE DO HAVE SOME OF THOSE ISSUES, BUT NOT TO THE DEGREE THAT WE SEE IN SOME AREAS.

>> SO I GUESS WHEN-- IT MUST SCARE THE DEVIL OUT OF YOU WHEN YOU THINK ABOUT FLINT MICHIGAN AND WHAT IS GOING TO HAPPEN WITH THOSE KIDS?

>> ABSOLUTELY.

ABSOLUTELY.

>> LET'S GO BACK TO THE FETUS WHO IS DEVELOPING IN THE UTERUS.

WHAT ARE SOME OF THE-- YOU MENTION SOME OF THE THINGS THE MOTHER, HER NUTRITION, VITAMINS AND THINGS.

WHAT ARE SOME OF THE THINGS WE CAN DO FOR THAT CHILD TO HELP THEM THE MOMENT THEY COME OUT?

>> MAKING SURE THE MOTHER HAS GOOD CARE.

THAT THE MOTHER HAS ACCESS TO GOOD FOOD; THAT SHE IS LIVING IN SAFE HOUSING, THAT SHE IS LIVING IN AN AREA WHERE SHE IS NOT EXPOSED TO CHRONIC STRESS, LIKE VIOLENCE AND, YOU KNOW, INADEQUATE HOUSING OR INADEQUATE WATER OR INADEQUATE NUTRITION, THOSE KINDS OF THINGS.

ALL OF THOSE THINGS ARE GOING TO PLAY A ROLE IN THE HEALTH OF THE CHILD, IN THE HEALTH OF THAT FETUS.

SO THE MORE WE CAN DO TO HELP THAT MOTHER HAVE A HEALTHY PREGNANCY, YOU KNOW, OBVIOUSLY TALKING TO MOTHERS WHO SMOKE, ABOUT CAN YOU TRY NOT TO SMOKE DURING YOUR PREGNANCY?

WHAT CAN WE DO TO HELP YOU ACHIEVE THAT GOAL BECAUSE IT'S A VERY CHALLENGING PROBLEM, FOR A LOT OF PEOPLE, WHO SMOKE, TO GIVE THAT UP.

>> IT'S VERY POPULAR WHERE PEOPLE SAY I WANT MY CHILD TO DO WELL IN SCHOOL.

SO WHILE THEY'RE IN THE UTERUS, I'M GOING TO READ TO THEM AND PLAY MOZART, ET CETERA, ET CETERA.

IS THAT SOME REAL STUFF, OR ARE WE JUST... >> I ALWAYS TELL FOLKS BABIES HEAR THE WORLD AROUND THEM.

>> REALLY?

>> THEY HEAR A MUFFLED VERSION.

WHAT IS REALLY COOL TO ME WHEN IS YOU ARE IN A ROOM WITH NEW PARENTS, AND YOU ARE TALKING TO THEM, AND THE BABY IS AWAKE AND THEY START TO TALK.

AND YOU REALIZE, BASED ON THE BABY'S REACTION, THAT THEY RECOGNIZE THOSE VOICES.

SO VOICES THAT ARE AROUND YOU, SOUNDS THAT AR ROUND YOU AROUND YOU, YOU ARE HEARING THAT.

>> REALLY?

>> YES.

>> SO IS THAT AN ADVANTAGE IN TERMS OF COGNITIVE DEVELOPMENT, HAVING THESE KINDS OF STIMULI OR IS IT A WASH?

>> YOU KNOW, I THINK ANYTHING YOU DO THAT POSITIVELY IMPACTS A FETUS IN UTERO, WHETHER IT BE HAVING A SOOTHING, RELAXING ENVIRONMENT AROUND THE MOTHER, OR TALKING IN FRONT OF THE BABY, HAVING POSITIVE CONSERVATIONS, NOT, YOU KNOW, NOT ANGRY CONVERSATIONS.

I THINK ALL OF THOSE THINGS PLAY A ROLE IN HELPING THAT BABY DEVELOP.

>> SO EVEN WHILE IN-UTERO, HAVING REGULAR CONVERSATIONS.

I'VE HEARD OF TALKING TO THE HANDS.

YOU ARE SAY TALK TO THE BELL AGREE THAT'S RIGHT.

>> THAT'S AN INTERESTING CONCEPT.

I'LL HAVE TO TRY THAT.

WHEN WE THINK ABOUT STIMULI THAT IMPACT OUR HEALTH, WHAT IS THE ROLE OF GENETICS?

>> GENETICS DOES PLAY A ROLE CLEARLY.

WE PASS ALONG TRAITS TO OUR CHILDREN FOR BETTER OR FOR WORSE.

AND SO GENETICS CLEARLY PLAYS A ROLE.

BABIES ARE BORN WITH A LOT OF TEMPERAMENT ON BOARD.

I SEE THAT IN THE NEWBORN PERIOD.

THERE ARE SOME BABIES THAT ARE VERY RELAXED AND VERY CALM AND YOU CAN EXAMINE THEM AND THEY DON'T GET TOO EXCITED OR TOO UPSET OR THEY CALM VERY EASILY.

THERE ARE OTHER BABIES THAT, WITH VERY MILD STIMULI, SEEM TO GET PRETTY EASILY OVERWHELMED.

NOW, PART OF THAT CAN BE ENVIRONMENTAL.

BUT WE KNOW THAT WE PASS A LOT OF GENETIC MATERIAL FROM THE PARENTS TO THE BABY.

>> YOU TALKED A LITTLE BIT ABOUT THINGS GOING ON WITH THE GRAND MOTHER IMPACT.

HOW DO POLLUTANTS FIGURE IN AS FAR AS AFFECTING OUR HEALTH AND BEHAVIOR OF THAT BABY?

>> YOU KNOW, WE KNOW THAT POLLUTANTS CAN CAUSE DAMAGE TO OURSELVES, AND SO CERTAINLY IF YOU HAVE DAMAGE AT A CELLAR-- A SELL U LAR CELLULAR LEVEL, YOUR GENETICS MAY BE AFFECTED HOW YOU PASS THINGS ALONG.

YOUR OVERALL HEALTH MAY BE IMPACTED.

ANYTHING THAT IMPACTS A MOTHER'S LITTLE HEALTH IS GOING TO HAVE AN ADVERSE EFFECT ON THE FETUS.

ONCE THE FETUS IS BORN, IF THEY'VE ALREADY GOT THAT INJURY OR THAT EFFECT OF THAT NEGATIVE TOXIN OR NEGATIVE EXPOSURES TO SUBSTANCES, THAT'S GOING TO PLAY A ROLE IN THE HEALTH OF THAT BABY.

>> YOU WERE TALKING ABOUT SOME BABIES WHO SEEM MORE JITTERY THAN OTHERS.

THE FIRST THING THAT CAME TO MY MIND, WE THINK ABOUT CHILDREN WHO ARE BORN TO WOMEN WHO MAY HAVE BEEN USING SOME ILLICIT DRUGS.

OR MAYBE EVEN ALCOHOL.

IS THAT-- ARE THEY THE ONLY ONES THAT WILL HAVE THOSE CHILDREN LIKE THAT OR HOW DOES THAT GO?

>> UNFORTUNATELY, NOT NECESSARILY.

THERE ARE SOME BABIES WHO ARE BORN THAT ARE MORE DIFFICULT TEMPERAMENTS FROM THE START.

BUT WE DO TEND TO SEE MORE OF THOSE BABIES THAT ARE BORN TO WOMEN WHO MAY HAVE USED SUBSTANCES OR ALCOHOL OR MAY HAVE BEEN EXPOSED TO INFECTIONS DURING THEIR PREGNANCY.

MAY HAVE HAD MALNUTRITION.

ALL OF THOSE THINGS CAN PLAY A ROLE IN HOW THAT BABY COMES OUT AFTER THEY'RE BORN.

>> WE THINK OF STRESS, AND WE ALWAYS THINK ABOUT THE THE RELEASE OF EPINEPHRINE AND NOREPINEPHRINE.

DOES THIS HAVE A LONG-TERM EFFECT?

>> I ALWAYS TALK ABOUT OUR BODIES.

WE ARE SET UP TO DEAL WITH STRESS.

WE KNOW THAT, RIGHT?

WE HAVE STRESS HORMONES IN OUR BODIES, RECEPTORS FOR THE HORMONES.

WE KNOW OUR BODIES WERE SET UP TO DEAL WITH STRESS, THE FIGHT TORE FLIGHT KIND OF THING.

IT GOES BACK TO YOU KNOW, WHEN MAN WAS FIRST BORN, RIGHT?

WHAT WE KNOW THOUGH, IS THAT THERE ARE AREAS OF THE BRAIN THAT, IF YOU HAVE CHRONIC STIMULATION FROM THOSE STRESS HORMONES, RIGHT, DAY IN AND DAY OUT, OR YOU KNOW, VERY SEVERE OR VERY COMMONLY ARE EXPOSED TO THOSE STRESS HORMONES, WHAT WE KNOW IS THAT THERE ARE CERTAIN PARTS OF THE BRAIN THAT EITHER DEVELOP LESS EFFECTIVELY OR THEY ARE BIGGER THAN THEY SHOULD BE AND IT THROWS OFF THE BALANCE BETWEEN CERTAIN PARTS OF THE BRAIN; FOR INSTANCE, THE PART OF THE BRAIN THAT HELPS US LEARN, THAT HELPS US HAVE MEMORY, THE HIPPACAMPUS, IT HAS STRESS RECEPTORS IN IT.

SO IF YOU HAVE A MOTHER OR YOU HAVE A CHILD WHO HAS CHRONIC STRESS FROM WHATEVER REASON, AND THERE IS NOTHING THAT KIND OF MAKES THAT LESS.

LIKE LOVING NURTURING RELATIONSHIPS MAKE THE EFFECTS OF STRESS LESS ON OUR BODIES.

WE KNOW THAT, RIGHT?

THINGS THAT WE DO TO OFF LOAD OUR STRESS.

THAT PART OF THE BRAIN ACTUALLY DOESN'T GROW AND DOESN'T DEVELOP AS EFFECTIVELY AS IT WOULD OTHERWISE.

AND CONVERSELY, THERE IS AN AREA OF OUR BRAIN THAT PROCESSES OUR EMOTIONS THAT TEACHES US HOW TO DEAL WITH EMOTIONS, TELLS US HOW TO DEAL WITH OUR ENVIRONMENT.

CALLED THE IMIGDILA.

IT GETS BIGGER RELATIVE TO THE HIPPACAMPUS AND THESE CHILDREN HAVE A MORE DIFFICULT TIME REGULATING THEIR EMOTIONS OR HOW TO REACT APPROPRIATELY TO AN ENVIRONMENTAL SOMETIME LAY BECAUSE THEIR BRAIN IS AFFECTED.

THE PREFRONTAL CORTEX, WE TALK ABOUT DECISION MAKING, TEENAGERS NOT HAVING A GOOD PREFRONTAL CORTEX.

THERE MAY BE A REASON OR AN EFFECT THAT MAKES IT WORSE.

SO IF YOU HAVE CHRONIC STRESS HORMONES IN YOUR BODY, YOUR PREFRONTAL CORTEX WILL NOT DEVELOP AS EFFECTIVELY SO THAT GETS TO, WE TALK ABOUT MAKE GOOD CHOICES.

WE TELL OUR CHILDREN ALL THE TIME, WE SEND THEM OUT THE DOOR AND WE SAY MAKE GOOD CHOICES.

WELL SOMETIMES THEIR BRAINS AREN'T SET UP TO BE ABLE TO DO THAT.

BECAUSE THEIR BRAINS HAVE BEEN EXPOSED TO STRESS HORMONE MORE SO THAN THEY SHOULD HAVE BEEN SEPARATE IF YOU WILL, CHOICES TO COGNITIVE FORCES.

ARE THEY CORRELATED IN TERMS OF HOW A CHILD MAY DO IN SCHOOL AND WHERE THEY MAY PROGRESS FROM THAT POINT ON?

>> AND GETTING BACK TO THE PIP-- TO THE HIPPACAMPUS, THAT AREA IS ADVERSELY AFFECTED BY STRESS.

SO THAT-- THE CHILDREN ARE GOING TO STRUGGLE MORE THAN A CHILD WHO HASN'T HAD THAT EXPOSURE.

>> REALLY.

I WOULD HAVE THOUGHT THAT THIS IS A LEARNED BEHAVIOR AS OPPOSED TO A CHEMICAL IMBALANCE.

IS THAT CORRECT OR... >> I'M NOT GOING TO SAY THAT ALL BAD BEHAVIOR ISN'T LEARNED OR THAT CHILDREN DON'T NEED GUIDANCE AS THEY MOVE THROUGH LIFE IN HOW TO DEAL WITH SITUATIONS.

AND HOW TO LEARN TO STAY WITHIN THEIR BOUNDARIES AND HOW TO FOLLOW RULES AND THINGS LIKE THAT.

BUT, FOR THOSE CHILDREN WHOSE BRAINS AREN'T ABLE TO DEVELOP APPROPRIATELY BECAUSE OF THE CHRONIC STRESS OR MOANS THAT ARE NOT ALLEVIATED BY THAT NURTURING RELATIONSHIP WITH A CAREGIVER, THEY'RE GOING TO HAVE EVEN MORE DIFFICULTY UNDERSTANDING HOW TO MODULATE THEIR IMPULSES, HOW TO MODULATE THEIR REACTIONS TO THE WORLD.

>> SO WE CAN PERHAPS TEACH OR HELP A CHILD.

AT WHAT POINT DO YOU NEED TO START THIS INTERVENTION?

>> WELL, I WOULD ARGUE THAT, YOU KNOW, TO HELP A MOTHER GIVE BIRTH TO THE HEALTHIEST BABY, THAT WE NEED TO LESSEN THE STRESS AND THE EXTERNAL FACTORS THAT ARE NEGATIVE FACTORS ON A MOTHER IN-UTERO, FROM FROM THE START.

ONE OF THE MOST FRIGHTENING THINGS I EVER HEARD A CHILD PSYCHIATRIST SAY THAT THE FIRST RELATIONSHIPS WITH OUR PRIMARY CAREGIVERS, FROM THE TIME OF OUR BIRTH ONWARD, DETERMINE EVERY TRUSTING RELATIONSHIP IN OUR LIFE.

WHICH IS A TREMENDOUS BURDEN IF YOU THINK ABOUT IT.

SO YOU CAN START TO IMPACT THAT CHILD'S BRAIN DEVELOPMENT.

YOU CAN START TO IMPACT AT CHILD'S ABILITY TO INTERACT AND TRUST OTHER PEOPLE IN THE WORLD FROM THE VERY START, BY MEETING THEIR NEEDS.

WHEN BABIES CRY, THERE IS USUALLY A REASON.

>> WE ARE ALWAYS TOLD DON'T RESPOND TO THE BABY EVERY TIME IT STARTS CRYING.

>> NEWBORNS RIGHT, THEY CRY BECAUSE THAT'S THEIR WAY OF COMMUNICATING.

SO WHEN A NEWBORN CRIES, THEY'RE TELLING YOU, HEY, SOMETHING IS GOING TO.

YOU NEED ATTEND TO ME.

AND THERE IS A COMMON MISCONCEPTION THAT BECAUSE BABIES STOP CRYING WHEN YOU TEND TO THEM, THAT YOU ARE SPOILING THEM.

>> YEAH.

>> YOU CAN'T SPOIL A YOUNG BABY.

YOU CAN'T SPOIL A YOUNG BABY.

YOU ARE JUST RESPONDING TO THEIR NEEDS.

>> MAKE THE ASSOCIATION, IF YOU WOULD, BETWEEN EARLY EDUCATION AND HEALTH AND WHAT DOES THAT PORTEND DOWN THE ROAD.

>> SO WE KNOW THAT THE MORE SUCCESSFUL A CHILD GOES THROUGH THEIR DEVELOPMENTAL STAGES, THE MORE LIKELY THEY ARE TO BE ABLE TO LEARN WHEN THEY GET TO SCHOOL.

THE MORE SUCCESSFUL YOU ARE IN SCHOOL, THE MORE LIKELY YOU ARE TO BE SUCCESSFUL IN LIFE, THE MORE SUCCESSFUL IN LIFE, THE HIGHER YOUR QUALITY OF HEALTH.

SO THERE HAVE BEEN A LOT OF STUDIES TO LOOK AT THE EFFECTS OF POVERTY OR THE EFFECTS OF LIFE CIRCLES-- CIRCUMSTANCES ON SOMEONE'S ULTIMATE SUCCESS.

FOR INSTANCE, YOU AND I TALKED ABOUT THIS BEFORE.

PRISON POPULATION ESTIMATES ARE BASED ON THIRD GRADE READING LEVELS.

>> SAY THAT AGAIN FOR ME, PLEASE.

>> THERE ARE STATES WHO PREDICT THEIR PRISON POPULATION BASED ON THEIR THIRD GRADE READING RATES PROFICIENCY RATES.

SO THE MORE LIKELY YOU ARE TO BE PROFICIENT IN READING AT THE THIRD GRADE LEVEL, THE LESS LIKELY YOU ARE TO INTERACT WITH A CRIMINAL JUSTICE SYSTEM.

>> WHICH COMES FIRST, THE CHICKEN OR THE EGG?

IS IT THE FACT THAT A CHILD CAN'T READ AT A THIRD GRADE LEVEL MEANS THERE IS A DEFICIENCY WHICH IS GOING TO INCREASE THEIR RISK OR IS IT SIMPLY BECAUSE THE CHILD CAN'T READ AT THE THIRD GRADE LEVEL, THEY'RE GOING TO WIND UP GETTING INTO THE CRIMINAL JUSTICE SYSTEM.

>> IT'S NOT THAT THERE IS INNATELY SOMETHING WRONG WITH THAT CHILD.

IT'S THAT THAT CHILD IS SET UP FOR FAILURE IN OUR CURRENT EDUCATIONAL SYSTEM.

SO I WOULD SAY LET'S BACK UP TO THE NEWBORN PERIOD.

LET'S BACK UP TO EARLY CHILDHOOD.

LET'S ENRICH THESE CHILDREN.

LET'S HELP THEIR BRAINS DEVELOP BY TEACHING PARENTS, AND MANY PARENTS KNOW BUT NOT ALL PARENTS KNOW, WHAT ARE THE THINGS YOU NEED TO DO TO HELP YOUR CHILD'S BRAIN DEVELOP OPTIMALLY.

AND IT'S ALL ABOUT NUTRITION AND , YOU KNOW, AGAIN, SAFE HOUSING, LACK OF EXPOSURE TO TOXINS, LACK OF EXPOSURE TO STRESS.

ALL OF THOSE THINGS, SOME PEOPLE DON'T HAVE CONTROL OVER THAT.

BUT YOU CAN OPTIMIZE HOW YOUR CHILD DEVELOPS BY HAVING THAT LOVING, NURTURING RELATIONSHIP AND INTERACTING WITH THEM.

WE KNOW THAT CHILDREN LEARN BEST BY INTERACTING WITH OTHER HUMANS.

SO THAT GIVE AND TAKE, LIKE A CONVERSATION YOU AND I ARE HAVING RIGHT NOW, MAKES A DIFFERENCE IN HOW CHILDREN LEARN TO USE WORDS TO PUT WORDS TOGETHER, HOW THOSE PATHWAYS ARE LAID DOWN IN THE BRAIN AND REINFORCED IN THE BRAIN.

SO I TELL PARENTS ALL THE TIME.

YOU KNOW HOW YOUR CHILD WANTS TO READ THE SAME BOOK 50 TIMES?

>> YEAH.

>> THERE IS A REASON FOR THAT.

AND IT'S BECAUSE IT REINFORCES ALL OF THOSE PATH WAISES OF LANGUAGE-- PATHWAYS OF LANGUAGE THAT WE ARE LAYING DOWN IN THE BRAIN AS SMALL CHILDREN.

>> BEFORE I GET TO YOU GIVE ME SOME SOLUTIONS, TELL ME ABOUT THE KIDS COUNT PROGRAM.

>> SO THE FOUNDATION THROUGHOUT THE COUNTRY COLLECTS DATA ON THE WELL-BEING OF CHILDREN IN EACH STATE, EVEN TO A COUNTY LEVEL.

AND SO ONCE A YEAR, THEY RELEASE A REPORT CALLED KIDS NOW.

AND IT DEALS WITH, FOR INSTANCE, THE NUMBER OF CHILDREN LIVING IN POVERTY, THE NUMBER OF CHILDREN LIVING AT 100% OF POVERTY OR 200% POVERTY.

THE CHILDREN WHO HAVE ACCESS TO HEALTHCARE THE CHILDREN WHO LIVE IN SUBSTANDARD HOUSING.

THE-- AND THERE ARE LOTS OF INDICATORS THAT COME OUT OF THIS REPORT THAT TELL US HOW ARE WE DOING FOR OUR CHILDREN IN THIS STATE AND SPECIFICALLY HOW IS EACH COUNTY IS ABLE TO HELP THE CHILDREN BE SUCCESSFUL.

>> ARE THESE GOOD PREDICTORS OF WHAT IS HAPPENING?

>> THEY CERTAINLY GIVE US AN IDEA OF THE STATE OF THE REALITY THAT OUR CHILDREN ARE SEEING IN THEIR EVERYDAY LIVES.

SO WE KNOW THAT A CERTAIN PERCENTAGE OF OUR CHILDREN, IN EVERY COUNTY, ARE LIVING IN POVERTY.

AND IN SOME COUNTIES, IT'S REALLY HIGH.

AND WE KNOW THAT IN THOSE COUNTIES, WHERE YOU SEE HIGH POVERTY RATES, A LOT OF TIMES YOU SEE HIGHER I LITERACY-- ILLITERACY RATES.

IS THIS BECAUSE YOU HAVE ADULTS THAT ARE NOT ABLE TO BE SUCCESSFUL?

AND SO MY RECOMMENDATION, MY, YOU KNOW, THE THINGS WE TALK ABOUT ARE LET'S MOVE BACK TO THIS GENERATION.

LET'S DO EVERYTHING WE CAN TO SUPPORT THESE FOLKS WHO HAVE LITERACY ISSUES, BUT LET'S PREVENT LITERACY ISSUES.

LET'S START WITH THESE NEWBORNS.

LET'S START IN PRENATAL WITH THE NEWBORNS, WITH THE YOUNG CHILDREN LEARNING HOW TO STIMULATE THEIR BRAIN, TEACHING THEM, YOU KNOW, HOW TO SHARE A BOOK, HOW TO IDENTIFY PICTURES, COLOR, YOU KNOW, ALL OF THOSE THINGS THAT ARE GOING TO GIVE THEM THE TOOLS THAT WHEN THEY GET TO SCHOOL, ARE GOING TO HELP THEM BE MORE SUCCESSFUL.

>> THE BURDEN WE PLACE ON OUR SCHOOLS RIGHT NOW IS PROBABLY OUTSIZED TO THE RESOURCES WE GIVE THEM.

>> ABSOLUTELY.

>> MY OPINION AT LEAST.

>> SURE.

>> BUT HAVING SAID THAT, IF WE INCREASED THE NUMBER OF KIDS WHO ARE INVOLVED IN PREKINDERGARTEN EDUCATIONAL PROGRAMS, CAN WE CORRECT SOME OF THESE DEFICIENCIES OR BRING THEM UP TO SNUFF?

>> WE CERTAINLY BELIEVE THAT'S THE CASE.

SO I WOULD SAY, YOU KNOW, GIVING PARENTS THE-- PARENTS IN MANY CASES ARE A CHILD'S FIRST TEACHER.

AND GIVING THOSE PARENTS THE TOOLS THAT THEY NEED, EITHER THROUGH ADVICE OR, LET'S MAKE SURE YOU'VE GOT THE RESOURCES YOU NEED TO BE SUCCESSFUL, TO GIVE YOUR CHILD THE BEST OPPORTUNITY.

AND THEN STARTING EARLY, SO THAT WHEN-- AND IF YOU SEE CHILDREN WHO LIVE IN POVERTY THAT DON'T GET THE STIMULATION, THERE ARE ALREADY GAPS BY THE TIME THEY'RE THREE YEARS OLD.

AND SOMETIMES AS EARLY AS NINE MONTHS OLD YOU CAN SEE THE DIFFERENCES IN THEIR VOCABULARY, IN THEIR DEVELOPMENTAL MILESTONES.

SO MY ARGUMENT WOULD BE LET'S START FROM THE VERY EARLIEST CHILD GIVE THOSE PARENTS OR THOSE CHILD CARE PROVIDERS.

OR CAREGIVERS THE TOOLS THEY NEED TO HELP THE CHILD BE SUCCESSFUL SO THAT WHEN THEY GET TO PRESCHOOL, WE DON'T SEE THAT GAP BECAUSE IT'S HARD FOR THOSE CHILDREN TO OVERCOME THAT GAP BECAUSE EVEN THOUGH THEY'LL MAKE STRIDES, YOU KNOW, THAT'S WHY HEAD START IS SUCH A FABULOUS PROGRAM, BECAUSE THEY WORK WITH THOSE CHILDREN.

THEY WORK VERY HARD TO GET THOSE CHILDREN READY FOR SCHOOL AND TO ELIMINATE THE GAPS THAT WE MAY SEE SOME IN SOME CHILDREN.

MY ARGUMENT WOULD BE LET'S BACK UP AND YES, HEAD START IS A WONDERFUL RESOURCE.

FOR OUR FAMILIES, BUT LET'S HELP OUR FAMILIES EVEN SOONER.

AND AS SOON AS THAT BABY IS BORN OR AS SOON AS WE KNOW THE MOTHER IS PREGNANT, LET'S START TALKING TO THEM ABOUT ALL THE THINGS THAT CAN IMPACT THEIR CHILD'S HEALTH, WHICH WILL ULTIMATELY IMPACT THEIR SUCCESS.

AND VICE VERSA, RIGHT?

WHEN YOU LOOK AT CHILDREN WHO LIVED IN ENVIRONMENTS WITH ADVERSE CHILDHOOD EXPERIENCES.

>> YES.

>> ABUSE, POVERTY, YOU KNOW, VIOLENCE, FAMILY MEMBERS THAT ARE INCARCERATED, FAMILY MEMBERS THAT ARE-- THAT HAVE SUBSTANCE USE ISSUES OR HAVE MENTAL HEALTH ISSUES.

WE KNOW THAT THE MORE OF THOSE ADVERSE CHILDHOOD EXPERIENCES THERE ARE, THE MORE LIKELY THAT CHILD IS TO GROW UP AND BE AN ADULT ONE HEALTHY HABITS.

AND TO HAVE MORE CHRONIC HEALTH ISSUES AND TO HAVE A LOWER LIFE EXPECTANCY.

IT'S DRAMATIC THE DIFFERENCES THAT WE SEE BECAUSE OF THOSE ADVERSE CHILDHOOD EXPERIENCES.

AND IF YOU HAVE ONE, AND WE KNOW THAT MOST PEOPLE IN OUR COUNTRY NOW PROBABLY HAVE AT LEAST ONE, THAT YOU ARE STILL GOING TO BE ABLE TO GO ON AND BE A SUCCESSFUL PERSON.

BUT THE MORE OF THOSE ADVERSE CHILDHOOD EXPERIENCES, THE MORE OF THE NEGATIVE THINGS THAT IMPACT YOU AS A CHILD, THE MORE LIKELY YOU ARE TO HAVE POOR HEALTH HABITS AS YOU GET OLDER AND TO HAVE, TO BE AN UNHEALTHY ADULT.

>> WE WAITED TOO LONG, IT SOUNDS LIKE.

>> WE MIGHT BE WAITING TOO LONG BUT WE ARE WORKING ON THAT.

>> I'M GLAD YOU DECIDED TO COME NORTH AND GIVE US A HAND ALL THE WAY FROM TENNESSEE TO HERE.

I THINK IT HAS BEEN RATHER INTERESTING SOME OF THE THINGS YOU HAVE TALKED ABOUT.

THANK YOU FOR BEING WITH US.

I WOULD LIKE TO THANK YOU FOR BEING WITH US TODAY.

I HOPE YOU HAVE A GREATER APPRECIATION FOR WHAT AND HOW EXTERNAL FACTORS AND FORCES AFFECT THE DEVELOPING FETUS AND A BETTER UNDERSTANDING OF THE LASTING IMPACT OF THOSE FACTORS CAN MANIFEST IN THE LONG-TERM HEALTH AND BEHAVIOR OF ADOLESCENTS AND ADULTS.

IF YOU WISH TO WATCH THIS SHOW AGAIN OR WATCH AN ARCHIVED VERSION OF PAST SHOWS, PLEASE GO TO WWW.ket.org/HEALTH.

IF YOU HAVE A QUESTION ABOUT THIS OR OTHER SHOWS, WE CAN BE REACHED AT KYHEALTH@ket.org.

I LOOK FORWARD TO SEEING YOU ON THE NEXT "KENTUCKY HEALTH" AND I HOPE WE CAN CATCH YOU TALKING TO YOUR BABY IN UTERO AND GOOD THING TO EXPOSE THE KIDS SEE YOU NEXT WEEK.

>> "KENTUCKY HEALTH" IS FUNDED IN PART BY A GRANT FROM THE FOUNDATION FOR A HEALTHY KENTUCKY.

CHRIS BLAKELY.