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Essay / Research Paper Abstract
A 4 page paper discussing some of the discoveries of recent brain research and how that information can be used in the classroom, specifically how teachers can use technology to take advantage of students’ specific stage of brain development. The bottom line is that the use of technology not only can assist in maximizing the benefit a child receives while in a specific state of brain development, it also can be used to signal the teacher that the same child may be moving into the next developmental stage, and that it is time that his lessons be altered. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: CC6_KSeduBrainRes.rtf
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Unformatted sample text from the term paper:
It was shortly before 1910 that Maria Montessori, the first female physician in Italy, formed her theories of child development and the periods of "explosion" that children make into areas
of learning new to them. They "explode" into language, they explode into reading. The role of the teacher, according to Dr. Montessori, was to "follow the child" as
s/he entered and exited these periods of sensitivity to specific learning tasks, for the purpose of maximizing the childs benefits from each of these developmental areas.
Nearly a century later, Sousa (1998) reports that brain research indicates that between the ages of 2 and 11, there are "windows of opportunity" in which children
are best able to learn specific new things. "Certainly, one can learn new information and skills at any age. But what the child learned during that window period will
strongly influence what is learned after the window closes" (Sousa, 1998). The purpose here is to assess how technology can be used to assist the teacher in taking advantage
of those "explosions" as they occur. Sensitive Periods Sousa (1998) states that as a child grows and develops, "the brain selectively strengthens and
prunes connections based on experience." The cycle is "most pronounced between the ages of 2 and 11, as different development areas emerge and taper off" (Sousa, 1998). Sousa
(1998) refers to these periods as "windows of opportunity;" Maria Montessori referred to them as sensitive periods (Standing, 1998). Viadero (1996) provides a lesson in brain physiology illustrating how
the approaches encouraged by both Sousa (1998) and Montessori can be seen to have a positive effect on children over the course of their entire lives.
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