Advocacy Message-Brain Development Research

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.

References:

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

Language and Literacy Development Journey Community Advice

Hello,

My Language and Literacy Journey is centered around a Middle Income American Family with Irish roots, who live in a suburb of Atlanta, Georgia.  The family is a middle aged couple, who began their family later in life, after age 40.  Currently they only have one child, who took them over 4 years to birth due to infertility issues.  Their daughter, Leah seemed to be developing well socially by age 2, but linguistically by this same age was showing a few deficits compared to her peers.  By the age of 4 she was well behind her peers linguistically, and finally with  a diagnosed hearing test, it was found that she had minimal hearing in her left ear and medium hearing in her right ear.  Fortunately, after her hearing aids, she was able to begin developing at an advance rate.

My question for my colleagues/peers are:

Do you know of any birth related defects for women who suffer from endometriosis and/or fertility issues?

What strategies of implementation should be implored to a child who could barely hear for the first four years of life?

What interventions can private schools put in place to catch lack of linguistic development early on?

What research are you aware of for families of first born/only children to help their children develop linguistically at a rate as fast as peers who may have older siblings?

***Unfortunately, I am having problems posting my word document link. I have posted it in our courses’ blog section in the blackboard Under Module 3 blog, participate in blog. See link below.

https://class.waldenu.edu/webapps/blogs-journals/execute/blogTopicList?course_id=_16261596_1&content_id=_40035492_1&blog_id=_8529166_1&action=contentList&mode=view

I also have a pdf version below…