Date of Award
Master of Arts in Education
Early Childhood Education
early childhood education, brain development
While there has been a flood of information made available about the important findings of brain development research, the connection of this knowledge to actual practice is not being used to its full capacity; as Jensen (1996) states, "the brain is poorly designed for formal instruction… instruction that has been tightly, logically planned will have been wrongly planned for most… and will inevitably inhibit, prevent, or distort learning."
The purpose of this project was to develop a series of in-depth, hands-on, and understandable training sessions to use with parents, practitioners, and the community in general relating the importance of brain development research to ten areas of development necessary for young children (McCormick Tribune Foundation's Education Program, 1997). These areas are identified as: adult/child interactions; stable, consistent relationships; the importance of touch; safe, healthy environments; the development of self-esteem; quality child care experiences; development of language, reading, communication, and how music aids brain development; and quality play experiences.
The power of knowledge is greatest, only when put to use. As Ghandi stated, "In a gentle way you can shake the world." It is up to those of us who have the knowledge to share with others in our field to improve the quality of early childhood.
Recommended CitationMcKay, T. S. (2005). Early Experiences and Brain Development: A Guide for Parents and Early Childhood Teachers (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/214
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