Summary
Contents
Subject index
“This tool shows how classrooms can differentiate instruction, spend time on what really matters, and make sure that all children are making progress. I love the practical applications for each age level and what teachers can do to support optimal learning in their classrooms. Fantastic!”
—Stephanie Malin, Elementary Instructional Coach
Beaverton School District, OR
“The author has managed to untangle a very complex topic and make it applicable to everyday learning and teaching. The continuous application of research to learning is a strength of the book. A true gift to a broad band of educators.”
—Laura Linde, Literacy Coach
Hoover Elementary School, North Mankato, MN
Finally, a book for early childhood educators that combines child development and brain research!
How can early childhood teachers, administrators, and parents translate discoveries on early brain development into strategies that nurture cognitive growth? Synthesizing information from neuroscience, cognitive psychology, and child development, The Developing Brain offers brain-compatible teaching practices that are linked to NAEYC principles for working with young children.
Best-selling author Marilee Sprenger covers the basic structure, vocabulary, and current research on the brain from an early childhood educator's point of view and provides an abundance of illustrations and descriptions. This user-friendly guide includes: Background information on brain development from birth through age two; Scenarios and snapshots of each year from age three through eight; Reproducible developmental checklists; Over 100 brain-based activities for classroom or child care settings
Through an understanding of the phases of language, motor, and social development at each age level, educators can create enriching educational experiences that enhance children's growth and foster an enduring love of learning.
Introduction
Introduction
Cal arrived at school each day on the bus. It took almost an hour for this kindergartner to get to school from his home in the housing projects on the south side of town. About 16 percent of the students at his school were bussed in.
There were few books in Cal's home, and he never saw anyone in his family read. When he first picked up a book at school, he held it upside down. Stephen was sitting next to Cal in the book corner. He called Cal “stupid” and took the book out of his hands. Stephen turned the book around and shoved it back at him. Cal was shocked but mostly angry. He pushed Stephen to the ground. This time Stephen was ...
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