Educating Young Children

A Neurodevelopmental Approach

Excerpted from "Educating Young Children: A Neurodevelopmental Approach" by Maria Sargent, Ph.D.

In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option.

About the Author

Maria Sargent, Ph.D., Professor, Teacher Education Department,

Ashland University, Ashland, OH

Maria Sargent has been active for more than 30 years in general education, special education, behavior intervention, and arts intervention. She is a full professor at Ashland University in Ashland, Ohio. Dr. Sargent is known for cross-disciplinary work training professionals in medicine, psychology, the arts, and the legal sector, in addition to the expected audience of educators. Her work history has also spanned a wide variety of ages and populations.

Introduction

Individuals enter the field of teacher education with the full intent of developing a set of teaching skills that will benefit students and allow them to become productive adults. In an attempt to reach this goal, they research, study, and rehearse a vast array of strategies that supposedly reflect the best approaches in the field. Eventually, though, conflicting messages are received about most of these components, especially if a career spans decades. What was previously considered a best practice in one moment is discarded in the next. This book attempts to unify the considerable number of theories that drive educational strategies under the umbrella of neurodevelopmental learning.

The goal of this book is to break this cycle and reclaim our heritage as teachers. A systematic framework will be used to fully analyze and collapse strategies into logical categories that will meet the needs of all students.

Table of Contents

• About the Online Materials
• About the Author
• Introduction
• Dedication
• Embedding General Behavior Supports
• Teaching Students With Processing Disorders and Disabilities
• Planning the Curriculum
• Providing Advanced Behavior Interventions
• Working With Families
• Using Effective Assessments
• Putting It All Together
• References
• Index

Chapter One: Understanding and Expression

How does understanding relate to expression? Knowing how to create robust, long-lasting memories is important, but teaching would fall short without educators knowing which type of skills needed to be taught. This is where the concept of understanding and expression comes in.

For example, a child helping with daily tasks may demonstrate an understanding of the concept but struggle to express it fully. Educators need to differentiate between understanding and expression problems to ensure appropriate strategies support the child's development.

Problem and Approach Table

Conclusion

Education should focus on both understanding and expression, with a conscious effort made to accommodate diverse learning styles and preferences. Structuring learning opportunities to include implicit and explicit memories will enhance educational experiences for all students.