Screen LibraryEarly childhood and neuroscience-- links to development and learning
Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth thr...
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| Group Author: | ; |
| Published: |
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| Literature type: | Electronic eBook |
| Language: | English |
| Series: |
Educating the young child ;
v.7 |
| Subjects: | |
| Online Access: |
http://dx.doi.org/10.1007/978-94-007-6671-6 |
| Summary: |
Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become. |
| Carrier Form: | 1 online resource (xii, 220 p.) : ill. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: |
9789400766716 (electronic bk.) 9400766718 (electronic bk.) |
| Index Number: | LB1139 |
| CLC: | G61 |
| Contents: |
Introduction / The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help Them Self-Regulate / Neuroscience: The Genesis of Our Individual Brain Strengths / Reading and the Young Brain / Brain Development, Early Childhood, and Brain-Based Education: A Critical Analysis / Addressing the Affective Domain: What Neuroscience Says About Social/Emotional Development in Early Childhood / Early Literacy Trends for Children Identified as At Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory? / Brain Differences in Children with Autism Spectrum Disorders and Subsequent Impact on Learning / The Twice-Exceptional Young Learner / Making a Case for Early Intervention: The Role of Developmental Neuroscience / Effective Strategies to Help Teachers Learn About Brain Development / Metaphors of Developmental Process for Brain-Savvy Teachers / |