3 1 Research and the Brain Understanding the brain’s role in learning is important for educators, but beyond basic introductions to cognitive behavior theorists such as Bruner, Piaget, and Vygotsky, brain function and research are often left out of educator training. In order to teach to the whole child, we must have a basic knowledge of how information is received, pro- cessed, and retained. Educators should invest time each school year acquainting themselves with current brain research. This research should be the foundation on which we build lessons and experiences for our students, and as new knowledge is gained from ongoing research, we would be wise to update our best practices to align with what that research is tell- ing us. “As we become more familiar with the brain’s capacity to seek and perceive patterns, create meanings, integrate sensory experience, and make connections, we can also become more adept at solving practical problems, such as selecting appropriate methodologies” (Caine and Caine, 1994). BRAIN DEVELOPMENT The brain develops new ways of communicating and moving information with each new experience. The synapses that carry messages from neurons are formed by interac- tions with experience. As the structure of dendrites and synapses changes in response to new experiences, new pathways are formed through which information is connected and recalled. Children’s lack of experiences, increased exposure to digital media, and the fast-paced culture they are growing up in are changing their brains and inhibiting information processing. The fetal brain grows rapidly and overproduces neurons that are killed off when they are unable to make permanent connections. Toxins such as lead, metals, chemi- cals, and drugs introduced to the fetal brain during development could lead to learning disabilities, motor skill delays, and perceptual difficulties. Stress can also affect the development of the brain in utero. However, brain development that is disrupted in utero does not necessarily mean the child will have problems. It is possible that with a stimulating environment the child’s cognitive skills will develop normally.
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