Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners. In fact, many see it as fraught with difficulties and risky. However, the importance of this research has never been more important. The context of the early years in the UK, has seen considerable changes within recent years, with a raft of government regulation and guidance, and a national move to free childcare entitlement at increasingly earlier ages. Combined with a mounting pressure for accountability in 'Closing the Gap' between disadvantaged children and those more fortunate, these pressures make it fundamental that those working with young children understand what neuroscience is telling us, and more important, what it is not. Practitioners, teachers managers, and governors in settings and schools will not only be called to account for the attainment of their children, as measured in tests, but in the way children are prepared for lifelong earning, which will support them for the rest of their school lives and beyond. This book is a comprehensive position statement for practitioners that highlights: where we are now; what we know; what we don't know; what research developments mean for practitioners and setting, and how this fits in with the government expectations within the EYFS framework. Sally Featherstone covers the current thinking in educational research and neuroscience, how some of this has been misinterpreted by 'early adopters' or 'over-enthusiastic promoters', and how new information can help practitioners to be more effective in their work with young children.
This book is a comprehensive position statement for practitioners that highlights: where we are now; what we know; what we don't know; what research developments mean for practitioners and setting, and how this fits in with the government ...
Author: Sally Featherstone
Publisher: Bloomsbury Publishing
Highly Commended: Nursery World Awards 2017 Professional Book of the Year Early Childhood and Neuroscience is a practical guide to understanding the complex and challenging subject of neuroscience and its use (and misapplication) in early childhood policy and practice. The author begins by introducing the definition and history of neuroscience. The reader is then led through structured chapters discussing questions such as: Why should practitioners know about neuroscience? How can neuroscience help practitioners better provide for babies and children? and Is it relevant? Topics covered include the nature vs. nurture debate through the lens of neuroscience, epigenetics, the first 1001 days and a discussion on just how critical the first three years of life are to healthy brain development. The book provides a balanced overview of the debates by weaving discussion on the opportunities of using neuroscience in early childhood practice with examination of the limitations and ethical implications throughout the chapters. This enables students to inform their own opinions about the discipline and its use in their future practice. Clear explanations of the main terms and theories are complemented with illustrative case studies of cutting-edge research from around the world, a glossary of key terms and suggestions for further reading. Reflective discussion questions give students the chance to apply their theoretical knowledge to real-world contexts. These features encourage and support independent critical thinking, helping students to reflect on, evaluate and analyse a range of ideas, research findings and applications for their own future early childhood practice. Early Childhood and Neuroscience is essential reading for lecturers, undergraduate and postgraduate students in the field as well as for the new practitioner.
In the first two or three years the right hemisphere, which Alan Schore shows is
more sensitive and expressive for intimate ... Psychologists who have attended to
how these two ways of making sense of life appear and develop in sequence in ...
Author: Mine Conkbayir
Publisher: Bloomsbury Publishing
This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating.
Sue Fawson and Gill Woods Howard Gardner is a renowned developmental and
neuropsychologist whose research and main theory have changed educational
thinking since the early 1980s. This chapter provides a historical and contextual ...
Author: Tim Waller
Publisher: McGraw-Hill Education (UK)
Offering a sociocultural approach to education and learning, this fascinating exploration of childhood provides an in-depth understanding of how children make sense of the world and the people in it. Examining the ways in which children express their thoughts, feelings and actively generate meaning through experience and interaction, this fully revised and updated new edition is illustrated throughout by extensive case studies and covers a diverse range of topics, including: socio-historical and global child development over time and place; the child as meaning-maker and active learner; learning in the context of family, culture, group, society; representing and re-representing the world; understanding roles, identity, race and gender; making sense of science and technology; the implications of neuroscience. Taking a clearly articulated and engaging perspective, Sandra Smidt draws upon multiple sources and ideas to illustrate many of the facets of the developing child in a contemporary context. She depicts children as symbol users, role-players, investigators and creative thinkers, and follows children's progress in forming their understanding of their environment, asking questions about it, and expressing it through music, dance, art and constructive play. Highly accessible, and with points for reflection concluding each chapter, The Developing Child is essential reading for teachers, lecturers and students taking courses in early childhood, psychology or sociology.
Taking a clearly articulated and engaging perspective, Sandra Smidt draws upon multiple sources and ideas to illustrate many of the facets of the developing child in a contemporary context.
Author: Sandra Smidt
Hormones and Behavior from Academic has historically been the journal of first
choice . In its early years , it had the widest assortment of topics for audiences
ranging from counseling psychologists and wildlife observers to neuroanatomists
Author: Tony Stankus
This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience. It examines constructions of children, parents and the welfare state in relation to neurosciences and its vocabulary of brain architecture, critical periods and toxic stress. The authors provide insight into the historical roots of the relationship between early childhood education policy and practice and sciences. The book argues that the neurophilia in the early childhood education field is not a coincidence, but relates to larger societal changes that value economic arguments over ethical, social and eminently pedagogical concerns. It affects the image of the child, the parent and the very meaning of education in general. Constructions of Neuroscience in Early Childhood Education discusses what neuroscience has to offer, what its limitations are, and how to gain a more nuanced view on its benefits and challenges. The debates in this book will support early childhood researchers, students and practitioners in the field to make their own judgements about new evolutions in the scientific discourse.
This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience.
Author: Michel Vandenbroeck
Publisher: Contesting Early Childhood
Category: Cognition in children
From the bestselling author of Waking Up and The End of Faith, an adaptation of his wildly popular, often controversial podcast “Civilization rests on a series of successful conversations.” —Sam Harris Sam Harris—neuroscientist, philosopher, and bestselling author—has been exploring some of the most important questions about the human mind, society, and current events on his podcast, Making Sense. With over one million downloads per episode, these discussions have clearly hit a nerve, frequently walking a tightrope where either host or guest—and sometimes both—lose their footing, but always in search of a greater understanding of the world in which we live. For Harris, honest conversation, no matter how difficult or controversial, represents the only path to moral and intellectual progress. This book includes a dozen of the best conversations from Making Sense, including talks with Daniel Kahneman, Timothy Snyder, Nick Bostrom, and Glen Loury, on topics that range from the nature of consciousness and free will, to politics and extremism, to living ethically. Together they shine a light on what it means to “make sense” in the modern world.
I went to one of those early biennial Tucson conferences on consciousness, at
the University of Arizona. I had dropped out of school, and I guess you could say I
was looking for some direction in life. ... Part of my reason for getting a PhD in
neuroscience, and for my continued interest in this issue, was the conversation
Author: Sam Harris
The book highlights the main research agendas of these countries, and includes a special chapter discussing the strengths and weaknesses of comparative research, and proposing a way forward for the field.
Author: Tricia David
Publisher: SAGE Publications Limited
... to the first months of life is short in days but long when one considers the type
and extent of developmental perturbations that can occur . Rather than using the
kind of a priori age divisions earlier authors have applied to make sense of old ...
decoding , ' most children learn and learn easily , apart , of course , from the
problem of neurologically based reading disability . But many of the problems
with reading and basic comprehension are createdin schools , in the early
grades , in ways that make it impossible ... A number of years ago , when the
social study of language was ' I am tempted to suggest another term , colloquial
realism , to mean ...
Author: David Jenness
Publisher: Free Press
Category: Social Science
Thank you to everyone who participated for making it a great success ! ... and
Supporting Staff , ” and “ Making Sense of the Neuroscience ” – audio cassettes
can bring you the information you need . ... Two academic units through San
Francisco State University Early Childhood Education - Extension Division are
Category: Child development
We present a domain-general framework called constrained attentional associative learning to provide a developmental account for how and when infants form concepts for animates and inanimates that encapsulate not only their surface appearance but also their movement characteristics. Six simulations with the same general-purpose architecture implement the features of the theory to model infant behavior in learning about objects’ motion trajectory, their causal role, their onset of motion, and the initial mapping between a label and a moving object. Behavioral experiments with infants tested novel hypotheses generated by the model, showing that verbal labels initially may be associated with specific features rather than overall shape. Implications of the framework and model are discussed in relation to the mechanisms of early learning, the development of the animate–inanimate distinction, and the nature of development in the first years of life.
Connectionist models in developmental cognitive neuroscience : Critical periods
and the paradox of success . In : Y . Munakata ... Morphological changes of the
human hippocampal formation from midgestation to early childhood . In C . A .
Nelson ... In D . H . Rakison & L . M . Oakes ( Eds . ) , Early category and concept
development : Making sense of the blooming buzzing confusion ( pp . 275 – 302 )
Author: David H. Rakison
A distillation of the latest findings and advice regarding a wide range of health topics from a stellar group of experts in a wide range of specialties.
Until now , scientists knew only that people blind for a long time whose vision
returned had difficulties making sense of what they saw . ... The brain has to put it
all together and the early years are very important . ... Nature Neuroscience .
Category: Alternative medicine
Category: Washington post
But as profit growth from cardiac implants has slowed in recent years, Medtronic
has pushed into neurological devices, such as ... than $1 billion in revenues next
fiscal year, with annual growth of 25% expected through the early years of the
next century, said William ... Upon reflection, Howard said, Medtronic's purchase
decision makes sense if its goal is to make a bigger mark in neurosurgical
Category: Health facilities
sound science Making science make sense Remember the Alar apple scare ? ...
n a bid to promote state programs for early childhood development , eight
governors mentioned neuroscience in their 1998 state of the state addresses .
Category: State governments
Their training is begun around four years of age , even though ungulates begin to
walk very shortly after birth . Thus , in order to develop abilities that can ultimately
top or even go beyond the earliest motor patterns , it makes sense not to interfer
with their basic ... 2 ) Another example of neglect of neuro - developmental step is
the attempt to begin the teaching of reading by the whole word method by ...
Author: Helmut Knötig
Category: Environmental protection
Five years ago the House of feelings than on ... He knows that the history No
economist wanting to make sense of global markets of the scientific investigation
of the nervous system would think the ... Adapting a meta - the book is the way
these earlier contributions are sucphor invented by the neurobiologist Steven
Rose , a ...