[Image: Child painting]Childcare Corner: April 2009
There are some basic brain research principles that are important to know when working with young children. For example, if children feel threatened or are stressed, they will not achieve optimal development. Children need nurturing, and they need positive role models. Because they learn more from our actions than our words, we should model the behavior expected from them. Below are more helpful children’s brain principles to remember:
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The best way to get children’s attention and interest is to surprise them with something new.
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Children are naturally curious and interested in the world around them. The brain enjoys thinking, and adults can enhance this thinking process by asking open-ended questions—those that require more than a simple “yes” or “no” answer. Children need to talk about their experiences to “own” them.
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The best way for information to reach the brain is through the senses. The more senses involved in an activity the more likely it is that learning will occur. Music can be used to enhance learning, and songs and chants are a convenient way for the brain to store information.
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Schedules and routines help children know what to expect. Daily rituals, such as greetings and songs, “jump start” the brain and act like “indicators” to elicit desired behaviors.
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Children need healthy snacks and meals for mental as well as physical growth. Rest gives the brain time to process information. Water is also needed frequently to rehydrate the brain.
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The brain thrives on a balance of active and quiet periods. Children need “brain breaks” when they get up, move around, and get oxygen going to the brain.
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Emotional factors are important to learning. Children need to feel good about themselves and positive about school.
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Learning should be integrated and should occur within the context of daily experiences. Children need to associate new learning with previous experiences. Facts learned in isolation are soon forgotten.
Finally, one of the most important principles to remember when working with children is that each child’s brain is unique and different. One size does not fit all. Therefore, we must incorporate a variety of instructional strategies into our daily programs.
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