Abstract
Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of young children in order to help strengthen their neurological networks. The article concludes its exploration with the role of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy.
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Rushton, S., Juola-Rushton, A. & Larkin, E. Neuroscience, Play and Early Childhood Education: Connections, Implications and Assessment. Early Childhood Educ J 37, 351–361 (2010). https://doi.org/10.1007/s10643-009-0359-3
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DOI: https://doi.org/10.1007/s10643-009-0359-3