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Studying Young Minds, and How to Teach Them

But there they were on a recent Wednesday morning, three months into the school year, counting up to seven and higher, even doing some elementary addition and subtraction. At recess, one boy, Joshua, used a pointer to illustrate a math concept known as cardinality, by completing place settings on a whiteboard.

“You just put one plate there, and one there, and one here,” he explained, stepping aside as two other students ambled by, one wearing a pair of clown pants as a headscarf. “That’s it. See?”

 

For much of the last century, educators and many scientists believed that children could not learn math at all before the age of five, that their brains simply were not ready.

But recent research has turned that assumption on its head — that, and a host of other conventional wisdom about geometry, reading, language and self-control in class. The findings, mostly from a branch of research called cognitive neuroscience, are helping to clarify when young brains are best able to grasp fundamental concepts.

In one recent study, for instance, researchers found that most entering preschoolers could perform rudimentary division, by distributing candies among two or three play animals. In another, scientists found that the brain’s ability to link letter combinations with sounds may not be fully developed until age 11 — much later than many have assumed.

 

The teaching of basic academic skills, until now largely the realm of tradition and guesswork, is giving way to approaches based on cognitive science. In several cities, including Boston, Washington and Nashville, schools have been experimenting with new curriculums to improve math skills in preschoolers. In others, teachers have used techniques developed by brain scientists to help children overcome dyslexia.

 

And schools in about a dozen states have begun to use a program intended to accelerate the development of young students’ frontal lobes, improving self-control in class.

“Teaching is an ancient craft, and yet we really have had no idea how it affected the developing brain,” said Kurt Fischer, director of the Mind, Brain and Education program at Harvard. “Well, that is beginning to change, and for the first time we are seeing the fields of brain science and education work together.”

 

This relationship is new and still awkward, experts say, and there is more hyperbole than evidence surrounding many “brain-based” commercial products on the market. But there are others, like an early math program taught in Buffalo schools, that have a track record. If these and similar efforts find traction in schools, experts say, they could transform teaching from the bottom up — giving the ancient craft a modern scientific compass.

 

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