Brain Research and Child Education

Author: (USA) Bergen (Bergen, D.)
Publisher:
Publish Date: 2006-03-01
Features: This book aims to answer several questions educators have about brain research and help them distinguish the real findings from the claims about the impact of brain research on education that lack sufficient evidence. Using recent research findings, the book provides information on brain growth and neurodevelopment from the prenatal period to middle childhood (based on the scope of lifelong brain development), as well as the connection between the environment and brain development. The book establishes appropriate links between specific aspects of brain development and general cognitive, socio-emotional, and physiological development, and elaborates on the implications of these connections for children's education. In terms of the impact of specific educational practices on brain growth and neurodevelopment, the book also points out some overly extended assumptions and erroneous suggestions. Chapter briefly outlines when, why, and how brain research has been conducted over the past few centuries. The chapter also explains the research methodological advancements that have promoted contemporary brain research and led to recent research findings. In Chapter 2, readers will learn the basics of brain structure and function, which is essential for helping educators understand and evaluate the potential connections between the brain and learning. Chapters 3, 4, and 5 list the known research findings on brain development at different age levels (prenatal to 3 years, 3-8 years, 8-14 years). These chapters also highlight the potential strong correlations between children's cognitive, socio-emotional, and physiological development and changes in brain structure and function, including issues related to brain development in children with disabilities. These chapters also provide information on how a child's growth environment and genetic characteristics can promote or hinder brain growth and neurodevelopment. The book touches upon the implications of all these studies for educational practice. Considering the recent media attention on the importance of strengthening brain research and the advocacy for curriculum design based on brain research, the final chapter discusses issues related to brain development and its relevance to education policies and educational practice that are worth educators' attention.