Ebook: Early 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 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.

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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.

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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.
Content:
Front Matter....Pages i-xii
Introduction....Pages 1-5
The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help Them Self-Regulate....Pages 7-21
Neuroscience: The Genesis of Our Individual Brain Strengths....Pages 23-42
Reading and the Young Brain....Pages 43-54
Brain Development, Early Childhood, and Brain-Based Education: A Critical Analysis....Pages 55-76
Addressing the Affective Domain: What Neuroscience Says About Social/Emotional Development in Early Childhood....Pages 77-103
Early Literacy Trends for Children Identified as At Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?....Pages 105-119
Brain Differences in Children with Autism Spectrum Disorders and Subsequent Impact on Learning....Pages 121-139
The Twice-Exceptional Young Learner....Pages 141-156
Making a Case for Early Intervention: The Role of Developmental Neuroscience....Pages 157-170
Effective Strategies to Help Teachers Learn About Brain Development....Pages 171-189
Metaphors of Developmental Process for Brain-Savvy Teachers....Pages 191-206
Back Matter....Pages 207-220

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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.
Content:
Front Matter....Pages i-xii
Introduction....Pages 1-5
The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help Them Self-Regulate....Pages 7-21
Neuroscience: The Genesis of Our Individual Brain Strengths....Pages 23-42
Reading and the Young Brain....Pages 43-54
Brain Development, Early Childhood, and Brain-Based Education: A Critical Analysis....Pages 55-76
Addressing the Affective Domain: What Neuroscience Says About Social/Emotional Development in Early Childhood....Pages 77-103
Early Literacy Trends for Children Identified as At Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?....Pages 105-119
Brain Differences in Children with Autism Spectrum Disorders and Subsequent Impact on Learning....Pages 121-139
The Twice-Exceptional Young Learner....Pages 141-156
Making a Case for Early Intervention: The Role of Developmental Neuroscience....Pages 157-170
Effective Strategies to Help Teachers Learn About Brain Development....Pages 171-189
Metaphors of Developmental Process for Brain-Savvy Teachers....Pages 191-206
Back Matter....Pages 207-220
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