Starting Well: Connecting Research with Practice in Preschool Learning

Autor/in	Fischer, Kurt W.
Titel	Starting Well: Connecting Research with Practice in Preschool Learning
Quelle	In: Early Education and Development, 23 (2012) 1, S.131-137 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.637877
Schlagwörter	Stellungnahme; Disadvantaged Youth; Intimacy; Neurology; Brain; Research and Development; Theory Practice Relationship; Executive Function; Teachers; Researchers; Federal Programs; Early Childhood Education; Preschool Children; Low Income; Early Intervention; Preschool Education + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Intimität; Neurologie; Gehirn; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn
Abstract	The paucity of research on learning and development may seem surprising, but it is a pervasive fact. Research relating brain science to learning and development is even sparser, with scant evidence investigating connections between mind, brain, and education. Indeed one reason for the prevalence of neural myths is that so little research links brain science with education. People love to discuss brain science at parties, and advertisers love to tout their products as "brain based" or "brain targeted," but most of the products have zero connection with brain science. The one real link is that the children who are learning do indeed have brains. Happily the advent of so many new tools for imaging brain activity is leading to a surge in knowledge about how the brain works so that neuroscientists and educators can begin to communicate with each other more effectively. In this article, the author argues that it is time for research in education to become normal and pervasive so that learning and teaching can be firmly grounded in good research evidence. It is time for educators and researchers to work together to create a strong foundation of knowledge about how learning and teaching work best in major learning environments such as schools and colleges, as well as how technologies such as video games provide important learning contexts for many young people. The author discusses the importance of Head Start and early training for executive functioning. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10