Brain Based Early Learning Programs: Education, Society, and National Policy

2185 WordsJul 15, 20189 Pages
The science of neurobiology and technology of brain-imaging are rapidly advancing the understanding of cognition: how people think and learn. Brain-imaging techniques allow access into the mysterious mechanisms of the brain, and it is now possible to observe what occurs in the brain “as it performs tasks such as solving a math problem, reading a book, or improvising a melody” (Limb). This neurobiological research also indicates that, in the brain, emotion and intelligence are intricately synchronized processes (“Social-Emotional”). Brain-based learning programs apply this principle of simultaneous cognitive and social-emotional development by emphasizing how the brain learns innately, and are based on what is currently known about the…show more content…
Information documented and published on brain research, learning, and young children establishes that the results are not theories, or speculations, these discoveries are confirmed by specific and tangible scientific proof. Just as brain-based early learning programs develop and strengthen neurological progress, inadequate and incompetently structured curriculum can interfere with brain functions, delaying learning and social-emotional development (Rushton, Rushton, and Larkin). Early childhood education involves activities and experiences that are planned to influence developmental changes in children preceding their entry into elementary school, although not “all programs in early childhood education are equally effective in promoting the learning and development of young children” (Swartout-Corbeil). The neurological link between emotions and learning is the foundation for attracting and sustaining students’ attention (Rushton, Rushton, and Larkin). Positive and negative emotions can trigger the release of hormones and neurotransmitters that can either stimulate the prefrontal lobe and enhance attention and learning, or inhibit the prefrontal lobe from relating and restrict attention and learning. The expansion of new technologies creates accountability for the classroom teacher
Open Document