NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 15 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Mohr, Kathleen A. J.; Juth, Stephanie M.; Kohlmeier, Theresa L.; Schreiber, Kayleen E. – Early Childhood Education Journal, 2018
The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain…
Descriptors: Bilingualism, Brain, Bilingual Students, Neurosciences
Peer reviewed Peer reviewed
Direct linkDirect link
Sciaraffa, Mary A.; Zeanah, Paula D.; Zeanah, Charles H. – Early Childhood Education Journal, 2018
Brain development in the early years is especially susceptible to toxic stress caused by adverse childhood experiences (ACEs). According to epigenetics research, toxic stress has the capacity to physically change a child's brain and be hardwired into the child's biology via genes in the DNA. The compelling nature of the impact of early adversity…
Descriptors: Early Experience, Anxiety, Stress Variables, Brain
Peer reviewed Peer reviewed
Direct linkDirect link
Dinehart, Laura H.; Katz, Lynne F.; Manfra, Louis; Ullery, Mary Anne – Early Childhood Education Journal, 2013
The current paper highlights the few studies that examine the role of early care and education on the developmental and early academic outcomes of children who experience maltreatment. First, we argue that children who experience maltreatment are at significant risk for poor developmental outcomes as a result of the chronic exposure to stress that…
Descriptors: Outcomes of Education, Young Children, Brain, Educational Objectives
Peer reviewed Peer reviewed
Direct linkDirect link
Swick, Kevin J.; Knopf, Herman; Williams, Reginald; Fields, M. Evelyn – Early Childhood Education Journal, 2013
Children experience chronic stress in ways that can impair their brain functioning and overall development. This article articulates the unique needs of children experiencing chronic stress and discusses strategies that families and schools can use to support and strengthen children's development across the social, emotional, and cognitive domains.
Descriptors: Brain, Children, Stress Variables, Stress Management
Peer reviewed Peer reviewed
Direct linkDirect link
Marshall, Jennifer – Early Childhood Education Journal, 2011
Infant brain development is a dynamic process dependent upon endogenous and exogenous stimulation and a supportive environment. A critical period of brain and neurosensory development occurs during the third trimester and into the "fourth" trimester (first three months of life). Disruption, damage, or deprivation in the infant's social and…
Descriptors: Infants, Perceptual Development, Child Development, Brain
Peer reviewed Peer reviewed
Direct linkDirect link
Frey, Nancy; Fisher, Douglas – Early Childhood Education Journal, 2010
This manuscript focuses on neuroscience research that may have applicability for early childhood educators. Beginning with cautions about the usefulness of neurosciences, we offer reviews of several ideas that can inform the practice of early childhood educators. We begin with the understanding that reading is not innate, meaning that every brain…
Descriptors: Research Needs, Reading Research, Young Children, Brain
Peer reviewed Peer reviewed
Direct linkDirect link
Zambo, Debby – Early Childhood Education Journal, 2008
Advances in neuroscience are providing information about the brain and its development. Some researchers propose that childcare workers need to understand this information because it confirms their importance and their use of developmentally appropriate practice (DAP). Given the fact that childcare workers could benefit from this insight, it seems…
Descriptors: Workshops, Brain, Cognitive Development, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Branson, Diane; Vigil, Debra C.; Bingham, Ann – Early Childhood Education Journal, 2008
The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age possible. An argument for utilizing community childcare providers for universal developmental screening…
Descriptors: Autism, Identification, Brain, Developmental Delays
Peer reviewed Peer reviewed
Direct linkDirect link
Rushton, Stephen; Juola-Rushton, Anne – Early Childhood Education Journal, 2008
Six years have gone by since the passing of "No Child Left Behind" (2002) and due to the "high-stake" riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from…
Descriptors: Constructivism (Learning), Federal Legislation, High Stakes Tests, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Wasserman, Leslie Haley – Early Childhood Education Journal, 2007
There continues to be a debate whether educators should use brain research to their advantage in the classroom. This debate should not prevent educators from using their new found knowledge toward enhancing their students' learning. By understanding how the brain learns, educators are able to determine what developmental level the child is…
Descriptors: Language Acquisition, Brain, Cognitive Processes, Correlation
Peer reviewed Peer reviewed
Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby – Early Childhood Education Journal, 2003
Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's…
Descriptors: Brain, Class Activities, Cognitive Development, Constructivism (Learning)
Peer reviewed Peer reviewed
Caulfield, Rick – Early Childhood Education Journal, 2000
Examines current research on brain development, focusing on infants' ability to understand basic numerical concepts and arithmetic operations. Asserts that as the brain undergoes dramatic transformations, it already has a built-in capacity to understand basic numerical concepts. Recommends that parents and professionals engage in activities…
Descriptors: Brain, Cognitive Development, Computation, Concept Formation
Peer reviewed Peer reviewed
Caulfield, Rick – Early Childhood Education Journal, 1999
Notes that outcomes of the "Mozart Effect" on early brain development are not thoroughly proven and presents challenges for future research. Points out that it is still unknown at what age exposure to musical concepts should begin, and that parents should allow children to pursue musical interests at their own pace to avoid burnout at a…
Descriptors: Brain, Child Development, Music, Music Education
Peer reviewed Peer reviewed
Berger, Eugenia Hepworth – Early Childhood Education Journal, 1999
Readiness to learn is a constant state. Two critical aspects of early childhood provide parents sufficient understanding of their child's development: attachment and brain development. Children develop attachments to caregivers but need consistent parental care and love. Human brains continue to quickly grow during the first two years of life.…
Descriptors: Attachment Behavior, Brain, Caregiver Child Relationship, Child Development
Peer reviewed Peer reviewed
Rushton, Stephen; Larkin, Elizabeth – Early Childhood Education Journal, 2001
Highlights connections between recent findings in brain research and principles of Developmentally Appropriate Practices, discussing implications for early childhood education practice. Explores the similarities between brain research findings and a constructivist approach in which environments are designed to gain the learner's attention, foster…
Descriptors: Brain, Cognitive Development, Constructivism (Learning), Developmentally Appropriate Practices