“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.
The Five-Year-Old Brain
The Five-Year-Old Brain
Jenna is an active imaginative five-year-old (Figure 5.1.). She is very athletic, as her mom has had her enrolled in gymnastics since she was three. Jenna loves to learn, but she wants to learn her way—through play and interaction.
Figure 5.1 Jenna
Jenna tries to be helpful. She is always asking her teacher if she can put things away, get things out, run errands, and empty the wastebasket. At home, Jenna wants to set the table and dust the house.
[Page 60]She is calmer than she was as a four-year-old. Jenna takes life a bit more seriously, is very literal, and does what she is told. For instance, in her kindergarten class, the teacher told everyone to “not say a word.” And Jenna ...