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Running head: BRAIN FACTS 101 Brain Facts in Children and Young Adults Shanise Stroder Grand Canyon University: TCH-520 November 28, 2019 1

BRAIN FACTS 101 1. Touch is the first sense to develop. The developing fetus responds to touch of the lips and cheeks by 8 weeks and to other parts of its body at 14 week. The sense of taste may develop by 12 weeks and that of sound at 22-24 weeks ("Neuroscience For Kids") . a. The purpose of this statement shows that even in the womb a baby is still developing, which is developing touch. Touch is a major part of development as it gauges is how a person may feel. The 5 senses develop over time and is what makes people who they are through senses of the body. 2. The largest decrease in cortical thickness was observed at age 4 to 6 years, and was localized in prefrontal and parietal regions, as well as in the medial and polar occipital cortex, where decreases of up to 2 percent a year occurred a. As a kindergarten teacher this fact reignites for many reasons, such as how my kindergarteners retain so much information at the age of 4-6-year-old. This fact tells us that at the younger age we soak up a lot of information and as we get older our working memory tends to slow down in age. 3. This supports the notion that the cerebellum may be closely involved in the development of cognitive functions. However, its protracted developmental pattern may also render the cerebellum more vulnerable to environmental factors, such as nutrient restriction. The cerebellum has indeed been shown to be one of the least heritable brain structures and its development may therefore be relatively more influenced by experience and environmental factors a. The cerebellum plays a major role in cognitive functions as I had a young boy in my classroom where his balance was affected tremendously which in turn affected 2

BRAIN FACTS 101 is learning in school. He would often trip off anything and many times lacked in his learning abilities. He often would digressing his learning one day he would know at least 3-4 letters in his name but the next day he would know no letters in his name, and now I understand that his cerebellum was impacted. 4. Every area of their brains is more active than adults’. It’s a point in brain development when nature has set the machinery for learning at very high levels. Teens have more brain cells or neurons than adults and are better at building brain connections, or synapses, than adults. a. This statement has given me a broader idea on how teenagers learn and work. As an elementary teacher I often do not get to teach teenagers but as a cheerleading coach it makes sense at how fast they may catch on to a new cheer that I presented to them. At most practices they teach me and show me new ways to love the sport of cheerleading because they are risk takers in their teenage years. 5. It’s a period when we as adults must be watchful. There is biology behind poor decisions. Adolescence is a developmental period, and I tell parents and educators that, sometimes, teenagers desperately need a frontal-lobe assist a. As teachers I think we all want to be protectors of our students and with this fact it makes sense of why we as adults want to protect them but as educators we should be more watchful than helicopter teachers. This will allow them to make critical mistake’s that one must learn from only through trial and error 6. Movement bumps up effort,” says Eric Jensen, author of Teaching With the Brain in Mind. “If you’ve been sitting down all day, there’s inertia. But if you get kids up and 3

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BRAIN FACTS 101 moving, it’s easier to get them raising their hands and working hard and asking questions.” a. This statement holds so much volume as a kindergarten teacher where my school does not have a recess period. Throughout my day I tend to use brain breaks once I see that I’m losing my students, so as stated above it does increase attentiveness and is a good reset of learning to get back on track of things. 7. Learning is the process by which we acquire new knowledge and skills; memory is the process by which we retain the knowledge and skills for the future. Most of what makes up our cognitive belief system we have learned. a. As a teacher every day I found myself learning new things and applying it to my classroom. As far as my students I believe that plays a huge role in providing them with knowledge that will last with them for years to come. I take pride in providing my students with both new learning that will allow them to become self-sufficient in later years of schooling. 8. There are important implications of the primacy-recency effect for teaching a lesson. The learning episode begins when the learner focuses on the teacher with intent to learn a. Teaching new information for me is an everyday task as a kindergarten teacher. So when I embark on a new lesson I tend to always make a real world connection, the why does this relate to my learning. In this sense it allows my young children to have that aha-ha moment, which I use audiobooks, pictures, or hand on activities that will foster this new learning. 9. practice involves kinesthetic and tactile activities, thereby obtaining more sensory input. Learning by doing also encourages problem-based learning, 4

BRAIN FACTS 101 a. As stated before as a kindergarten teacher I like to teach in a way that allows hands on activities. In the younger grades we may considered this play but when play is involved learning is a process that their young brains need. Hands on activities foster then learning by doing and helps with problem solving skills within the classroom. 5

BRAIN FACTS 101 References Giedd, J.N. ; Raznahan, A. ; Alexander-Bloch, A. ; Schmitt, E. ; Gogtay, N. ; Rapoport, J.L. (2015). Child psychiatry branch of the National Institute of Mental Health longitudinal structural magnetic resonance imaging study of human brain development . Neuropsychopharmacology, 40 , 43-49 . Griffin, L. (2018). The Developing Teenage Brain. Education Digest , 83 (7), 10–15. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx? direct=true&db=ehh&AN=127865163&site=ehost-live&scope=site HENNICK, C. (2017). THE MOTION QUOTIENT: How teachers are transforming classroom instruction with movement--and why it matters for brain development. Scholastic Teacher , 127 (1), 42–44. Retrieved from https://search-ebscohost- com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=124743848&site=ehost- live&scope=site Neuroscience For Kids. (n.d.). Retrieved from http://faculty.washington.edu/chudler/dev.html . Sousa, D. A. (2017). How the brain learns . Thousand Oaks: Corwin. Wierenga, L. M., Oranje, B., & Durston, S. (2017). Brain and behavioral development. In B. Hopkins, & R. G. Barr (Eds.), The Cambridge encyclopedia of child development (2nd ed.). Cambridge, UK: Cambridge University Press. Retrieved from https://lopes.idm.oclc.org/login? url=https://search.credoreference.com/content/entry/cupchilddev/brain_and_behavioral_d evelopment/0?institutionId=5865 6

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