Brain Research and Childhood Education:Implications for Educators

Brain Research and Childhood Education:
Implications for Educators

In recent years, numerous books, articles, videos, Web sites, and curriculum documents have offered advice to educators derived from interpretations of brain research findings. Much of this advice is simplistic and misleading. The authors of this book offer a publication that specifically addresses developmentally relevant brain research findings from a scientifically sound perspective and that discusses the sound (and unsound) implications of such research for childhood education. Doris Bergen and Juliet Coscia. 2001. 80 pp. ISBN 0-87173-154-1
No. 1012 $22 ($14.40 ACEI members)

Table of Contents

INTRODUCTION
CONTENTS
Chapter 1.
THE BRAIN AS A TOPIC OF RESEARCH THROUGHOUT HISTORY
EARLY STUDY OF THE BRAIN
BEGINNINGS OF "SCIENTIFIC" STUDY
LATE 19TH AND EARLY 20TH CENTURY STUDY
MID TO LATE 20TH CENTURY STUDY
Metabolic Procedures
PET and SPECT
FMRI
Electrophysiologic Procedures
EEG
ERP
Magnetic Procedures
Neuropsychological Assessment Procedures
SPECULATIVE COGNITIVE MODELS AND THEORIES OF BRAIN FUNCTIONING
IMPLICATIONS OF PAST RESEARCH FOR CHILDHOOD EDUATION
Chapter 2.
THE BRAIN'S STRUCTURES AND FUNCTIONS
ONE MODEL OF BRAIN STRUCTURE: THE TRIUNE BRAIN
FUNCTIONS AND STRUCTURES OF THE BRAIN
The Neuronal Network
Brain Structures
The Cerebral Cortex
The Limbic System
The Brain Stem
IMPLICATIONS OF BRAIN FUNCTION/STRUCTURE KNOWLEDGE FOR CHILDHOOD EDUCATION
Chapter 3.
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT AND ENVIRONMENTAL EXPERIENCES: PRENATAL TO AGE 3
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT DURING THE PRENATAL PERIOD
IMPACT OF PRENATAL GENETIC/ENVIRONMENTAL INTERACTION
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT DURING THE FIRST YEAR
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT IN YEARS 2 AND 3
BRAIN STRUCTURE/FUNCTION RELATIONSHIPS TO AUTISTIC SPECTRUM DISORDER
IMPLICATIONS OF BRAIN RESEARCH FOR CHILDHOOD EDUCATION
Implications for the Prenatal Period
Implications for the Birth to Age 3 Period
Chapter 4.
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT AND ENVIRONMENTAL EXPERIENCES: AGES 3 TO 8
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT DURING THE 3-8 AGE PERIOD
RELATIONSHIP OF BRAIN STRUCTURE/FUNCTION TO LEARNING DISABILITIES AND
ATTENTION DEFICIT/HYPERACTIVITY DISORDERS
IMPACT OF GENETIC/ENVIRONMENT INTERACTION INFLUENCES
IMPLICATIONS FOR CHILDHOOD EDUCATION
Chapter 5.
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT AND ENVIRONMENTAL EXPERIENCES: AGES 8 TO 14
BRAIN GROWTH AND NEUROLOGICAL DEVELOPMENT DURING THE 8-14 AGE PERIOD
IMPACT OF GENETIC/ENVIRONMENT INTERACTION INFLUENCES
BRAIN INJURY AND ITS RELATIONSHIP TO CHILDHOOD EDUCATION
IMPLICATIONS FOR CHILDHOOD EDUCATION
Chapter 6.
EVALUATING CHILDHOOD EDUCATION PRACTICES IN THE LIGHT OF PRESENT AND FUTURE BRAIN RESEARCH
IMPLICATIONS OF BRAIN RESEARCH FOR SPECIFIC EDUCATIONAL PRACTICES
Art and Music Early Experiences
Computers and Other "Smart" Toys
Cooperative Learning
Critical Periods for Timing Certain Educational Experiences
Developmentally Appropriate Practice
Emotional Development As an Educational Goal
Fine/Gross Motor Development As an Educational Goal
First and Second Language Learning
Health and Nutrition Education
Inclusion
Intervention Practices
Left Brain/Right Brain Teaching Strategies
Memory Teaching Strategies
Metacognitive Teaching Strategies
Multiple Intelligences Teaching Strategies
New Math and Old Math
Oral Language and Emerging Literacy
Play in the Curriculum
Pro-social and Social Skill Development As Educational Goals
Self-Esteem and Self-Efficacy As Educational Goals
Standards-based Education/Curriculum Alignment
Whole Language/Phonics Training
IMPLICATIONS OF BRAIN RESEARCH FOR ADVOCACY OF EXCELLENCE IN CHILDHOOD EDUCATION
Excellence of Prenatal Care
Safe Environments
Quality Early Child Care and Education
Knowledgeable Educators
SUMMARY
REFERENCES
GLOSSARY OF TERMS
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These pages are copyright 2001 by the Association for Childhood Education International. Please send any comments to Marilyn Gardner at aceimemb@aol.com.