Neuroeducation and Early Elementary Teaching: Retrospective Innovation for Promoting Growth with Students Living in Poverty

Autor/inn/en	Allee-Herndon, Karyn; Roberts, Sherron Killingsworth
Titel	Neuroeducation and Early Elementary Teaching: Retrospective Innovation for Promoting Growth with Students Living in Poverty
Quelle	In: International Journal of the Whole Child, 3 (2018) 2, S.4-18 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Poverty; Cognitive Development; Academic Achievement; Executive Function; Early Childhood Education; Brain; Self Control; Stress Variables; Stress Management + Suchen Sie Ihr Suchwort? Armut; Kognitive Entwicklung; Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gehirn; Selbstbeherrschung; Stressmanagement; Stressbewältigung
Abstract	The field of education is beginning to understand more concretely how specific conditions, such as poverty, affect brain and cognitive development and the related impacts on academic achievement. More than 10 million children who live below the poverty threshold attend public preK-12 schools, and over 1 million of these children attend public prekindergarten and kindergarten (National Center for Children in Poverty, 2017). Especially in early childhood, poverty poses the single greatest threat to children's well-being and educational equity. As educators, early childhood professionals commit to a mandate to ensure all students are afforded every opportunity for school success. Innovative approaches in the primary grades can apply emerging brain research to continue to build elementary-aged children's readiness for school, emotional resiliency, and abilities to be successful academically. Recent improvements in neuroimaging, a relatively new discipline using various technologies to image the structure and function of the brain, allow one to better understand how the brain develops, and this affects one's understanding of teaching and learning, specifically in the areas of executive function (EF) and self-regulation (SR). These increased understandings allow educational professionals to tailor instructional practices to best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. To meet the needs of all students, but especially students living in poverty or other stressful environments, teachers offer learning experiences that engage children emotionally, socially, and cognitively in growth-promoting classrooms to increase children's chances for success in school and beyond. This paper highlights the salient connections between poverty and brain development, and then aligns neuroeducational insights with innovative, yet retrospective instructional strategies linked to the early childhood areas of language and literacy, dramatic and imaginary play, games and puzzles, and gross motor and musical movements. (ERIC).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01