Brain Development
Left Hemisphere Versus Right Hemisphere
A child’s early brain development depends on many
factors. The three most predominant factors are nature (genetics), the
environment, and personal experience. Genetics play a major role in
determining the number of neurons needed for proper function, and the
way they are to be organized in the brain, before and after birth (Jabs,
1996). A safe and secure environment also paves the way for proper
development of the brain as it reduces stress and anxiety - both of
which are capable of destroying brain cells. In most children, however,
personal experience proves to be the main cofactor responsible for
proper brain development and stimulation. Like protein, fat, and
vitamins, interacting with other people and objects are vital nutrients
for the growing and developing brain, and different experiences can
cause the brain to develop in different ways (Hawley, 2000). Unlike the
other two factors mentioned, personal experience is sometimes considered
a control mechanism for gene activity; that is, specific experiences
regulate particular genes that are expressed. If the child has
experienced abuse or neglect early in their life, a genetically normal
child can become mentally ill or experience irreversible behavioural
problems, which is often recognized at school (Hawley, 2000).
Figure
1. Neurons are like growing telephone wires that communicate
with one another (left).
A student's ability to understand language, solve
problems, and get along with other peers at school will be influenced by
their experiences as an infant and a young child. Like growing telephone
wires that communicate with on another (Gopnik et al., 1999), neurons
make up the wiring of the brain. Neurons allow separate areas of the
brain to communicate with one another by making new synapses with
neighbouring neurons (Figure 1). As the brain develops throughout
childhood, neurons that have not synapsed are eliminated by a process
called pruning (Auger & Rich, 2007). The lack of experience during
childhood can cause over-pruning, leaving the child struggling to what
would have come more naturally (Hawley, 2000). To compensate for any
potential loses, brain cells undergoes neuroplasticity - a lifelong
ability of the brain to reorganize pathways based on new experiences
(Auger & Rich, 2007). This process aids the process of learning and
memory. Without this physiological ability, no one would be able to form
a new memory, recover from a brain injury, master a new skill, or adjust
to a new environment (Hawley, 2000).
|
|
 |
Figure 2. Multiple axons terminals synapsing on a
neighbouring neuron.
In order for a teacher to promote and assist students
in the development of these skills, they must have a good understanding
of the types of activities that will help stimulate these areas of
physical growth. For instance, an elementary school teacher may want to
include simple activities like painting with different types of brushes,
alternating between large, stubby brushes and smaller, finer brushes (Versluys,
2002). This will allow the students to be more precise in their work and
to develop a better grip, which is needed for more defined writing.
Students who are just starting to learning how to print may experience
frustration using a regular pencil. To help the student develop the fine
motor skills needed to use a regular pencil, a teacher can assist the
child by providing a primary-size pencil. This will help improve their
writing, and in turn, assist their self-esteem by providing a sense of
accomplishment. Likewise, if a high student feels uncomfortable writing
an answer to a question on board because they feel their hand writing is
messy, a teacher should also provide the option to have their students
respond verbally instead. For younger students, such as preschoolers and
kindergarteners, a teacher may encourage students to play with material
that is more manipulative, such putting together pieces of a puzzle or
molding a sculpture out of play-dough (Versluys, 2002). This will allow
them to better develop hand-eye coordination and gain better control
over their finger movement. To teach gross motor skills, elementary
school teachers can plan their physical education lessons to include
activities with greater muscle movement, such as running, dancing, and
team sports that promote balance and coordination. High school science
teachers can also encourage gross motor development by taking their
students out on nature walks. Overall, knowing about these skills will
help an educator better understand where there students are coming from,
suspect any delays students may be experiencing, and better prepare for
lesson plans by adding more time for physical activities.
As an educator, it is very important to introduce the
child to new experiences everyday, rather than having them do
repetitious activities that cannot further stimulate their minds. A
kindergarten teacher knowledgeable about neuroplasticity and the need
for experience will incorporate many toys, posters, and activities in
the classroom to spark a child’s flowering imagination. If a student has
not received enough exposure to language in early childhood or in past
grades, knowing that the brain can make new connections encourages
teachers not to lose hope in a student's learning capabilities. A
teacher can provide the student with opportunities to bounce back from
negative experiences by specifically targeting the area that was not
nurtured in the early years. For instance, to stimulate their language
and reading, teachers can put students who are in need of this skill to
take part in a special program that focuses mainly on language and
communication, as it may jumpstart specific regions of the brain.
Activities such as daily exercise, listening to music during class that
contains rhythm, rhyme, and repetition, or having the students do art,
cause different areas of the brain to grow new neural connections,
develop stronger connections or become more active. Any teacher who
introduces their students to frequent new learning experiences and
challenges is providing all the necessary "nutrients" needed to enhance
and stimulate their brain growth (Brotherson, 2007).
[
Previous |
Top |
Next ]
