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Brain Research and Its Implications for Early Childhood Programs - Applying Research to Our Work

by Pam Schiller
July/August 2001
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Article Link: http://exchangepress.com/article/brain-research-and-its-implications-for-early-childhood-programs-applying-research-to-our-work/5014014/

Neuroscience research has supported several key factors that have a direct impact on how we interact with young children. The findings are simple, easy to understand, and for the most part, they reinforce what we have known intuitively, from our own experience, and what we were taught in child development classes. The following is a list of the most relevant findings and some suggested implications for child care centers and preschool environments.


Finding 1:
Brain Development is Contingent on a Complex Inter-Play Between Genes and Environment

There is no longer the debate between whether our learning is more dependent on nature or nurture. It is clear from the research that nature lays down a complex system of brain circuitry, but how that circuitry is wired is dependent on external forces such as nutrition, surroundings, and stimulation. The environment plays a major role in brain development. There are several supporting pieces of research that provide solid information we can use when designing early childhood environments.

Environmental Implications for Early Childhood

n Rest and nutrition influence brain function. Children need restful sleep at night and they need daily naps. The brain uses sleep time to do its housekeeping and to reorganize itself. Children need diets rich in protein ...

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