Aggression, the Prequel: Preventing the Need

Autor/in	Gartrell, Dan
Titel	Aggression, the Prequel: Preventing the Need
Quelle	In: Young Children, 66 (2011) 6, S.62-64 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Brain; Aggression; Neurological Organization; Cognitive Processes; Child Development; Symptoms (Individual Disorders); Behavior Problems; Toddlers; Young Children; Teacher Role; Child Behavior + Suchen Sie Ihr Suchwort? Gehirn; Cognitive process; Kognitiver Prozess; Kindesentwicklung; Psychiatrische Symptomatik; Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Lehrerrolle
Abstract	An authority on neuroscience (the study of the structure and functioning of the brain) and human relationships, Daniel Siegel (2001) begins his classic work, "The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are," with a basic concept: the brain is an open system that physically changes throughout life in response to experiences, especially those engendered by close relationships. Experiences shape not only the information that enters the mind, but also the way the brain "develops the ability to process that information". Siegel emphasizes that the most important relationships for building healthy brains occur in early life. Siegel (2001) and Cozolino (2006) make the case that aggression is a symptom of a hurting brain, a child's cry for help. In this article, the author describes a teacher's strategy for supporting and helping toddlers and young children move past the need for aggression. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10