Curriculum Implications of Brain Research

03/15/2004

Curriculum Implications of Brain Research

"Hope is always available to us. When we feel defeated, we need only take a deep breath and say, ‘Yes,’ and hope will reappear." - Monroe Forester

Curriculum Implications of Brain Research

In her article "Brain Research and Its Implications for Early Childhood Programs" in the July 2001 issue of Child Care Information Exchange, Pam Schiller offers these suggestions in shaping your curriculum to take advantage of recent brain research discoveries:

* Remember emotions and intellect walk hand in hand. Coordinate experiences that nurture both the social-emotional development and the intellect.

* Select curriculum that includes activities that allow time for focus and reflection.

* Make sure activities and experiences are multi-sensory whenever possible.

* Allow for the opportunity to follow the interest of the child. We all learn best when the information is of interest to us.

* Recognize the value of repetition. Brain connections are strengthened and sometimes replaced or expanded by repetition.

* Intelligence is in large part our ability to see patterns. Use a curriculum that encourages children to find and build onto patterns.

* Include music and movement. There are a number of research studies that support the value of music and movement. Both help children develop a sense of patterns. Singing has many benefits. It helps develop language, reduce anxiety, keeps us feeling happy, and enhances auditory discrimination.

* Use assessment as a guide. Children learn from practice but not without some form of feedback. Assessment provides a structure for helping both caregiver and parent to know how and when to provide feedback.

This article forms the basis of the Out of the Box Training Kit "Brain Research and Its Implications." To review and purchase this kit, go to http://mail.ccie.com/go/eed/0134

For more information about Exchange's magazine, books, and other products pertaining to ECE, go to www.ccie.com.