If only things were as easy as Tony Kwilas writes about the Toxic Free Kids Act ("Mere presence of chemical doesn't mean harm," April 1). He uses an out-of-date premise about toxic chemicals when he writes that "dose and exposure are key components of any regulation." New toxicological theory recognizes that endocrine disrupters are harmful at minuscule doses during critical times in our children's development, and small exposures from multiple sources do add up in their bodies.
The original Toxic Free Kids Act required a list of high-priority chemicals. The Legislature passed that bill and the agencies developed the list. However, parents still can't tell which products contain those chemicals.
This session's bill would require manufacturers to report whether their products contain a chemical on that list. Why would Kwilas object to that? The whole intent of the Toxic Free Kids Act is that we as consumers should not have to worry about what we are exposing our families to. Companies providing our products should care enough to take responsibility for ensuring that their products are toxin-free. They should not fight our right to know. The protection we're seeking for all of our children is neither duplicative nor confusing!
Emily Moore, Minneapolis
EARLY EDUCATION
Why wait until age 3 or 4 to help kids? Try starting before birth
Brenda Cassellius, Minnesota's education commissioner, draws on her own experience as a "Head Start baby" to point the ways to "make sure all Minnesota children have a strong educational foundation" ("Early ed mattered then, and does now," March 31). Her recommendations to the governor include about $400 million in long-awaited new spending on children and families.
Commissioner Cassellius has the right prescription for spending the very welcome dollars, writing that "to truly close achievement gaps, our work with children must start earlier, with comprehensive efforts targeted toward our youngest Minnesotans." However, the proposed budget has funding to only partly fill her prescription.
Parenting, health, education, housing, employment and income disadvantages begin even before birth, then accumulate and produce more adversity — with lifelong consequences. When we wait until age 3 or 4, the disadvantaged children already lag developmentally.
A strong educational foundation for children begins with a strong developmental foundation, which begins with adequate prenatal care, secure attachment to a positive and competent person, and positive early relationships and experiences. Another key way to promote optimal healthy child development is to invest in each community's capacities to forge their own solutions for success.
When will state and federal budgets spend as much trying to prevent the achievement gaps as they spend with limited success trying to close them?