Example Of Sharing Information About The Brain Essay
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Stakeholders that would benefit from Information about Brain Architecture
Information about the brain, particularly the foundations of brain architecture that explain brain development from early life and throughout the developmental stages, would be most interesting to parents and preschool teachers. Information about brain architecture primarily argue that children’s experiences and therefore, external environment, significantly influence brain development. Furthermore, concepts on brain architecture state that the strength and weakness of the brain depends on the quality and timing of experiences. For this reason, brain architecture theories and concepts would be most interesting to parents and preschool teachers because it would allow them to choose good experiences for children at home and in the classroom environment.
Aside from parents and teachers, other stakeholders including the policy makers and implementers would also benefit from research studies about brain architecture. Despite the proliferation of information about the importance of providing opportunities for children to develop a strong brain architecture, the government still limits its support while schools have limited resources for students. Understanding the importance and relevance of brain architecture to learning would help the government, particularly the department of education make informed decisions to improve learning experiences for children throughout the stages of development.
The 10 Vital Points about Brain Architecture:
The strength or weakness of a child’s brain architecture largely depend on the quality and timing of experiences. Parents and teachers should expose children to experiences appropriate to their position in the developmental stage (National Scientific Council on the Developing Child, 2007).
Quality, appropriate, and timely experiences must also be introduced during the early stages of life to build a strong foundation for the brain’s architecture. Building brain architecture is most crucial before the child enters school (National Scientific Council on the Developing Child, 2007).
Parents may also start building a strong brain architecture for their children before and after birth (National Scientific Council on the Developing Child, 2007).
Consequently, the strength of brain architecture determines the ability of a child to regulate emotions. Appropriate and timely experiences contribute to a strong brain architecture, which then allows the child to regulate his or her emotions better (National Scientific Council on the Developing Child, 2007).
The strength of brain architecture also affects other aspects of learning including cognitive and social development (National Scientific Council on the Developing Child, 2007).
Although schools should help parents provide quality learning environments to bolster children’s brain architecture, resources are inadequate. For this reason, the community and the government’s support are necessary to address this aspect of learning and education (National Scientific Council on the Developing Child, 2007).
Limited experiences and resources to create a viable learning environment affects the child’s cognitive capacities later on in life (National Scientific Council on the Developing Child, 2007).
Brain architecture affects the child’s learning outcomes later on in life until adulthood (National Scientific Council on the Developing Child, 2007).
Existing education policies do not take into account outcomes or results of scientific investigation into learning including concepts and arguments supporting brain architecture (National Scientific Council on the Developing Child, 2007).
The government must amend existing education policies to integrate knowledge or information about brain architecture and neuroscience to improve learning experiences and opportunities for children (Preschool Policy Brief: Thompson, 2008)
Information about brain architecture is highly significant because they provide valuable insight and knowledge about the development of the brain. Furthermore, this type of information clarifies concerns about growth and development throughout the stages, which would make it easy for parents, teachers, health professionals such as doctors, and other stakeholders understand the factors that affect the brain and child’s way of thinking (Bowman, 2011). The information also highlights the importance of ‘nurture’ in raising children and takes stock on parenting and upbringing, and the quality of experiences and nature of the environment as the major factors that affect child development and learning.
Bowman, J. (2011). Help your preschooler build a better brain. Montessori at Home!
National Scientific Council on the Developing Child. (2007). The timing and quality of early experiences combine to shape brain architecture (Working Paper No. 5). Cambridge, MA: Center on the Developing Child, Harvard University. Retrieved from: http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp5/
Preschool Policy Brief: Thompson, R. A. (2008). Connecting neurons, concepts, and people: Brain development and its implications. New Brunswick, NJ: National Institute for Early Education Research. Retrieved from: http://nieer.org/resources/policybriefs/17.pdf
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