Educating Young Children

A Neurodevelopmental Approach

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

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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.

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.

Table of Contents

• About the Online Materials

• About the Author

• Introduction

• Dedication

• Chapter 1: Embedding General Behavior Supports

• Chapter 2: Teaching Students With Processing Disorders and Disabilities

• Chapter 3: Planning the Curriculum

• Chapter 4: Providing Advanced Behavior Interventions

• Chapter 5: Working With Families

• Chapter 6: Using Effective Assessments

• Chapter 7: Putting It All Together

• References

• Index

Chapter One: Brain Research and Learning

Active learning is a thread that runs through any document about exemplary teaching practices for young children. It can be found scattered across the National Association for the Education of Young Children’s Position Statement on Developmentally Appropriate Practice (2020) and is also the running theme found in the Division for Early Childhood/Council for Exceptional Children’s Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020).

Key Concepts:

• Active learning
• Behavior support
• Attractive environments
• Authentic assessment
• Choice making

Table Example:

Understanding Versus Expression

Knowing how to create robust, long-lasting memories is very important, but teaching would fall short unless educators knew which type of skills needed to be taught.

Examples:

• A 5-year-old child may express understanding through unique observations, like correlating corn on the cob with canned corn.
• A student might show comprehension of a story but fail to answer questions due to perceived incredibility of the plot.

Memory and Learning Environment

Memory is influenced by the design of the environment, and early childhood teachers must ensure that the learning spaces are engaging and conducive to positive emotional experiences. The environment plays a crucial role in how children recall information and process new knowledge.

Conclusion

The exploration of these elements helps frame an understanding of effective educational strategies that leverage both neurological insights and practical applications. By adapting teaching methods to the diverse needs of students, educators can foster environments that enhance memory retention and support robust learning.