Linking Brain Principles to High-Quality Early Childhood Education

Autor/inn/en	Rushton, Stephen; Juola-Rushton, Anne
Titel	Linking Brain Principles to High-Quality Early Childhood Education
Quelle	In: Exchange: The Early Childhood Leaders' Magazine Since 1978, (2011) 202, S.8-11 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-8527
Schlagwörter	Early Childhood Education; Developmentally Appropriate Practices; Brain; Teacher Student Relationship; Educational Quality; Neuropsychology; Best Practices; Knowledge Base for Teaching; Cognitive Psychology; Cognitive Science; Scientific Principles; Child Psychology + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Gehirn; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Neuropsychologie; Teaching theory; Theory of teaching; Unterrichtstheorie; Kognitive Psychologie; Kognitionswissenschaft; Kinderpsychologie
Abstract	Many educators are already knowledgeable about and skilled in best practices. And much of what is happening in developmentally appropriate programs exemplifies "brain compatible" practices. Being educated in the connections between best practices and brain compatibility is an important part of the knowledge base of early childhood educators. Just as the profession has learned of the remarkable impact of the social and cognitive sciences, educators can now recognize the important educational implications of the neurosciences. When they connect these with what they already know about developmentally appropriate practices their effectiveness increases. (ERIC).
Anmerkungen	Exchange Press, Inc. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail: info@ChildCareExchange.com; Web site: http://www.childcareexchange.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10