Brain Research and Childhood Education provides teacher educators, education students (both in regular and special education programs), school psychologists, practicing teachers, and school leaders with a brief, readable distillation of the most up-to-date research on brain development and how it relates to optimum teaching practice in childhood and adolescence. This accessible reference uses cases to further illustrate how studies on brain development and various learning processes have implications for educators and psychologists as they strive to enhance children’s cognitive, social, emotional, and academic learning opportunities.
Table of Contents
Introduction: Need for New Edition of Brain Research and Childhood Education
Chapter 1: Understanding the Brain
Chapter 2: Prenatal Brain Development as a Foundation for Learning
Chapter 3: Brain Development and Learning in the Infant and Toddler Years
Chapter 4: Brain Development and Learning in the Preschool Years
Chapter 5: Brain Development and Learning in the Elementary Years
Chapter 6: Brain Development and Learning in the Middle Childhood Years
Chapter 7: Brain Development and Learning in the Adolescent Years
Chapter 8: Evaluating Educational Practices from a Brain Research Perspective
Glossary of Brain and Nervous System Terms
Doris Bergen is Distinguished Professor of Educational Psychology at Miami University of Ohio, USA.
Michael Woodin is a neuropsychologist and Clinical Professor of School Psychology at Miami University, USA.