Abstract
Due to the combination of genetics and environmental influences, every child’s brain and personality are unique. Observations of free-choice activities made by three early childhood students are used to highlight recent findings in neuroscience. The authors believe these observations may be generalized to the majority of early childhood learners. Analyses are made using recent findings from the combined fields of biology, cognitive science, development, and education; this growing, global movement is formally being called Mind, Brain, and Education (MBE). MBE replaces and expands upon the field formally known as brain-based learning. Multiple intelligences and activating prior knowledge have been selected to exemplify research gleaned from Mind, Brain, and Education. These research-based strategies can be used to enhance learning with early childhood students. Teachers are encouraged to find, honor, support, and highlight their students’ brain strengths, while at the same time “remediating” and encouraging growth in their underdeveloped multiple intelligences.
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Connell, D., VanStelten, J. (2013). Neuroscience: The Genesis of Our Individual Brain Strengths. In: Wasserman, L., Zambo, D. (eds) Early Childhood and Neuroscience - Links to Development and Learning. Educating the Young Child, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6671-6_3
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DOI: https://doi.org/10.1007/978-94-007-6671-6_3
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