Literaturnachweis - Detailanzeige
Autor/in | O'Brien, Jude |
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Titel | Brain Fitness for School Children: BrainFutures Champions Neuroscience-Based Interventions |
Quelle | In: Childhood Education, 97 (2021) 1, S.42-49 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-4056 |
DOI | 10.1080/00094056.2021.1873692 |
Schlagwörter | Neurosciences; Academic Achievement; Mental Health; Well Being; Brain Hemisphere Functions; Cognitive Development; Quality of Life; Cognitive Ability; Executive Function; Teaching Methods; Metacognition; Nonprofit Organizations; Intervention; Program Descriptions; Evidence Based Practice; Outcomes of Education; COVID-19; Pandemics; Virtual Classrooms; Poverty; Elementary School Students Neuroscience; Neurowissenschaften; Neurowissenschaft; Schulleistung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Kognitive Entwicklung; Lebensqualität; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Nonprofit-Organisation; Lernleistung; Schulerfolg; Armut |
Abstract | Many social systems, especially education, have an opportunity to significantly improve individual performance and well-being outcomes by attending to and including brain fitness as part of their approach. Brain fitness, like physical fitness, requires exercise. Brain-based "workout" activities improve cognitive development, and their effects can be seen in academic and professional performance, quality of life, and mental health and well-being. Brain fitness has been shown to produce dramatic academic and social improvements, particularly in school-age education. In the United States, unfortunately, the brain fitness of students is not being systemically addressed. A key measure of the neurocognitive capacities foundational to all learning is called executive function (EF). Research has found that EF is a powerful indicator of not only academic performance and outcomes, but also life outcomes such as career and wealth, relationships, health, well-being, and even public safety. Unfortunately, when schools take too limited an approach and focus mainly on content and achievement scores, these underlying EF cognitive capacities of children to self-regulate, process, integrate, and learn are often unknowingly ignored by well-meaning educators. In this article, a U.S.-based nonprofit, BrainFutures, shares solutions to help schools quickly change course and provide their students with the highest quality education informed by cognitive science. (ERIC). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |