Abstract
Connections are shown between recent findings in brain research and principles of Developmentally Appropriate Practices to explore the implications for early childhood learning environments and teaching practices. New research on how the growing mind learns appears to bear out the value of NAEYC's constructivist approach to early childhood education where environments are designed to gain the learner's attention, foster meaningful connections with prior understanding, and maximize both short- and long-term memory through patterns and active problem solving. Each unique learner needs to feel challenged, but not fearful, so that stimulating experiences result in an exchange of ideas and promote deeper understanding.
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Rushton, S., Larkin, E. Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research. Early Childhood Education Journal 29, 25–33 (2001). https://doi.org/10.1023/A:1011304805899
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DOI: https://doi.org/10.1023/A:1011304805899