Abstract
Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing.
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Rushton, S., Juola-Rushton, A. Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6 years Later. Early Childhood Educ J 36, 87–92 (2008). https://doi.org/10.1007/s10643-008-0244-5
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DOI: https://doi.org/10.1007/s10643-008-0244-5