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“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.
Chapter 6: The Six-Year-Old Brain
The Six-Year-Old Brain
Noah is six (Figure 6.1.). Like most six-year-olds, Noah is competitive. He wants to be first in line for library at school, he wants to be first down to breakfast, and he wants to be picked first for group games. When Noah is not first, he can become a bad sport. For this reason, Noah's parents and teacher are working with Noah as personal/social/emotional coaches.
Figure 6.1 Noah
When Noah is not picked for a kick ball team at recess, he begins to yell at the other children and picks up the ball and throws it hard at his schoolmates.
[Page 74]Mrs. Washington checks to be sure the others aren't hurt and turns to have a conversation with Noah. It goes like this: