Brain Development

EDCI 336 October 5, 2006

Neurosciences and the Brain

• Two cerebral hemispheres – Right brain • Nonverbal stimuli: spatial, musical, directional, time, body awareness – Left brain • Language center

Each hemisphere divided into 4 lobes

Frontal lobe • Production of speech • Voluntary muscle movement • Cognition • Abstract thinking • Planning • Organization • Feelings • Personality

• Occipital lobe – Processes visual information

• Parietal lobe – Integrates stimuli from other senses – Interprets information which comes from body sensations – Visual perception problems and AD/HD may originate in this section of brain

• Temporal lobe – Communication and sensation – Formation and understanding of language – Processes acoustical information – Stores visual and auditory experiences – Malfunctions in this lobe may result in receptive aphasia and/or seizures

• Midbrain region – Reticular activating system/locus ceruleus • Allows screening out of distracting sounds and images so concentration can occur

• Cerebral dominance – Left brain usually controls language but both hemispheres must function together • Corpus callosum – Permits exchange of information between hemispheres

• Limbic system – Regulates hormones, drives, some memory

Most teachable times

• 3-10 months • 2-4 years • 6-8 years • 10-12 years girls • 14-16 years boys • Implications for teachers???

• Herman Epstein

Reticular activating system

• Gatekeeper – Not under complete control until adolescence – Need for quiet time and space – Limit TV – Physical contact – Transition – Language (Inner language as guide)

Vestibular system

• Rocking • Spinning

Brain Building Play

• Interest • Involvement • Repetition • Exploration • Safe environment • Minimal restraints • Interesting surroundings

• Variety of toys, books • Call attention to details – Focus on one sense at a time • Sound producing interactive toys (pots and spoons) • Child takes lead • Questions (model)

• Development of language and symbolic play represent beginning of abstract thought • Abstract thought may be very limited until age 6-7

• Patterns – See relationships – Organize input – At the sensory level it is easier to organize thoughts and ideas

• Mental patterns – Meanings and relationships in daily events • Sequencing • Sensory patterns • Dominoes • Kaleidoscopes • “What’s wrong” pictures • Carpentry • Auditory patterns • Motor patterns

Choices

• Freedom to be imperfect • Freedom to perform imperfect tasks