Brain Development Research is a critical area that can give stakeholders meaningful insight on how children learn. It is imperative to provide opportunities to share research findings. Brain research is a deep topic not always readily understood by parents or stakeholders. However, parents and teachers alike could truly benefit from understanding brain research; and how to use it to better teach our children.
My message of advocacy is “How to be successful in The First Five of LIFE!”. My focus would be to inform educators and families of the importance of how a child develops and acquires knowledge in their first five years. Appropriate care giving is also influential in development of the brain. Research has proven that effective attachment relationships and social emotional interactions are imperative in developing healthy babies not only physically bit cognitively as well.
The role of educators would be to utilize how the brain works to better teach children; and communicate with parents how they can influence their children’s learning at home. “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” Nea.org (2017) as cited by (Henderson & Mapp, 2002). I believe that early childhood professionals are the most influential in informing parents; as they have built relationships and bonds with both the children and their parents.
Brain research is a deep topic not always readily understood by all. Potential obstacles are misunderstanding from the community on how to effectively embrace instructional strategies. Further misunderstandings can be where parents feel teachers should handle that level of learning and skill acquisition. Lastly, low levels of stakeholder interest can affect positive interventions. My personal experience has been parents don’t always come out in droves to hear the “fundamental stuff”. However, the task would be how we can interest the parents to make them want to seek out the information.
Brain research is imperative and a personal interest since it’s effects are so far reaching for elementary aged students. Teachers cannot always be blamed for developmental delays in children. There are so many interactions that effect children linguistically, cognitively, and socially within their first five years and before some of them reach elementary school, that is it unfair to hold teachers accountable for their delays. I am advocate of early learning and early teaching to help prevent a cycle of unprepared, undeveloped children.
Research Spotlight on Parental Involvement in Education. (2017). NEA. Retrieved from: http://www.nea.org/tools/17360.htm
Henderson, A. T. & Mapp K. L.. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement Southwest Educational Development Laboratory. Retrieved from: http://www.sedl.org/connections/resources/evidence.pdf