Effective Strategies to Help Teachers Learn About Brain Development

  • Billie EnzEmail author
  • Jill Stamm
Part of the Educating the Young Child book series (EDYC, volume 7)


This chapter initially discusses the debate regarding the brain information, classroom practices, and subsequent commerce that has been created to serve the educational market.

The chapter reviews the basics of brain structures and functions and is designed to provide readers with effective ways to share information with both preservice and in-service teachers. Further, the chapter reviews how this information influences classroom practices through principles of learning.


Brain Development Limbic System Positron Emission Tomography Scan Autonomic Motor Incoming Information 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Brandt, R. (1999). Educators need to know about the human brain. Phi Delta Kappan, 81(3), 235.Google Scholar
  2. Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function (Working Paper No. 11). Retrieved from
  3. Cialdini, R. B. (2001). Influence: Science and practice (4th ed.). Boston: Allyn & Bacon.Google Scholar
  4. Dubinsky, J. M. (2010). Neuroscience education for prekindergarten – 12 teachers. Journal of Neuroscience, 30(24), 8057–8060. doi: 10.1523/JNEUROSCI.2322-10.2010.CrossRefGoogle Scholar
  5. Dwyer, D. S. (2002). Glucose metabolism in the brain. International Review of Neurobiology, 51. New York: Academic Press.Google Scholar
  6. Enz, B. J., Bergeron, B., & Wolfe, M. (2007). Learning to teach. Dubuque, IA: Kendall-Hunt Publishers.Google Scholar
  7. Geake, J., & Cooper, P. (2003). Cognitive neuroscience: Implications for education? Westminster Studies in Education, 26(1), 7–20. doi: 10.1080/0140672030260102.Google Scholar
  8. Goldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind. New York: Oxford University Press.Google Scholar
  9. Goldberg, E. (2009). The new executive brain: Frontal lobes in a complex world. New York: Oxford University Press.Google Scholar
  10. Hall, J. (2005). Neuroscience and education: A review of the contribution of brain science to teaching and learning. Scottish Council for Research in Education. University of Glasgow.Google Scholar
  11. Hirsh-Pasek, K., & Bruer, J. T. (2007). The brain/education barrier. Science, 317(5843), 1293.CrossRefGoogle Scholar
  12. Hutchinson, S., Lee, L. H., Gaab, N., & Schlaug, G. (2003). Cerebellar volume of musicians. Cerebral Cortex, 13(9), 943–949.CrossRefGoogle Scholar
  13. Illes, J., Moser, M. A., McCormick, J. B., Racine, E., Blakeslee, S., Caplan, A., et al. (2010). Neurotalk: Improving the communication of neuroscience research. Nature Reviews. Neuroscience, 11(1), 61–69. doi: 10.1038/nrn2773.CrossRefGoogle Scholar
  14. Immordino-Yang, M. H. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), 98–103.CrossRefGoogle Scholar
  15. Kandel, E. R. (2007). In search of memory: The emergence of a new science of mind. New York: WW Norton Company, Inc.Google Scholar
  16. Kövecses, Z. (2006). Language, mind and culture: A practical introduction. New York: Oxford University Press.Google Scholar
  17. Kringelbach, M. L. (2009). The pleasure center: Trust your animal instincts. New York: Oxford University Press.Google Scholar
  18. Leonard, A. W. (2006, August 17). Your brain boots up like a computer. LiveScience.
  19. Liston, C., McEwen, B. S., & Casey, B. J. (2009). Psychological stress reversibly disrupts prefrontal processing and attentional control. Proceedings of the National Academy of Sciences, 106(3), 912–917.CrossRefGoogle Scholar
  20. Murray, E. A., Izquierdo, A., Malkova, L., & Elizabeth, A. (2009). Amygdala function in positive reinforcement. In P. J. Whalen & E. A. Phelps (Eds.), The human amygdala (pp. 234–250). New York: Guilford Press.Google Scholar
  21. Perry, B. (2000). How the brain learns best. Instructor, 110(4), 34–35.Google Scholar
  22. Perry, B. D. (2003). Effects of traumatic events on children: An introduction. The Child Trauma Academy.
  23. Phelps, E. A. (2004). Human emotion and memory: Interactions of the amygdala and hippocampal complex. Current Opinion in Neurobiology, 14(2), 198–202.CrossRefGoogle Scholar
  24. Racine, E., Bar-Ilan, O., & Illes, J. (2005). Science and society: fMRI in the public eye. Nature Reviews. Neuroscience, 6(February), 159–164. doi: 10.1038/nrn1609.CrossRefGoogle Scholar
  25. Racine, E., Bar-Ilan, O., & Illes, J. (2006, September). Brain imaging: A decade of coverage in the print media. Science Communication, 28(1), 122–143. doi: 10.1177/1075547006291990.CrossRefGoogle Scholar
  26. Rawson, K. A. (2007). Testing the shared resource assumption in theories of text processing. Cognitive Psychology, 54(2), 155–183.CrossRefGoogle Scholar
  27. Rolls, E. T., & Xiang, J. Z. (2006). Spatial view cells in the primate hippocampus and memory recall. Review of Neuroscience, 17(1–2), 175–200.Google Scholar
  28. Schunk, D. H. (2003). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar
  29. Sporns, O. (2010). Networks of the brain. Boston: MIT Press.Google Scholar
  30. Stamm, J. (2007). Bright from the start: The simple, science-backed way to nurture your child’s developing mind from birth to age 3. New York: Penguin Press.Google Scholar
  31. Sylwester, R. (1994). How emotions affect learning. Educational Leadership, 52(2), 60–65.Google Scholar
  32. Timmann, D., & Daum, I. (2007). Cerebellar contributions to cognitive functions: A progress report after two decades of research. The Cerebellum, 6(3), 159–162.CrossRefGoogle Scholar
  33. Willingham, D. (2008). When and how neuroscience applies to education. Phi Delta Kappan, 89(6), 421–423.Google Scholar
  34. Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
  35. Wilson, E. O. (1998). Consilience: The unity of knowledge. New York: Random House.Google Scholar
  36. Wolfe, P. (2010). Brain matters: Translating research into classroom practice (2nd ed.). Alexandra, VA: Association for Supervision and Curriculum Development.Google Scholar
  37. Zelazo, P. D. (2004). The development of conscious control in childhood. Trends in Cognitive Sciences, 8(1), 12–17.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Mary Lou Fulton Teachers CollegeArizona State UniversityPhoenixUSA

Personalised recommendations