Early Childhood and Neuroscience - Links to Development and Learning

by Leslie Haley Wasserman (editor)

Acknowledgements.- Preface; Layne Kalbfleisch .- Introduction; Leslie Haley Wasserman and Debby Zambo .- 1. The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help them Self-Regulate; Debby Zambo .- 2. The Genesis of Our Individual Brain Strengths; Diane Connell and Jena VanStelten .- 3 . Reading and the Young Brain; Nancy Frey and Douglas Fisher .- 4. Brain Development in Early A Critical Analysis; Valeri Farmer-Dougan and Larry Alferink .- 5. Addressing the Affective What Neuroscience says about Social/Emotional Development in Early Childhood; William A. Mosier .- 6. Early Literacy Trends for Children Identified as At-Risk for School Are They Consistent with Contemporary Neuroscience and Learning Theory?; Rae Ann Hirsh.- 7. Brain Differences in Children with Autism and the Subsequent Impact this has on Learning; Diane Branson .- 8 . The Twice Exceptional Young Learner; Leslie Haley Wasserman .- 9 . Making a Case for Early The Role of Developmental Neuroscience; Niamh Stack .- 10 . Effective Strategies to Help Teachers Learn about Brain Development; Billie Enz and Jill Stamm .- 11 . Metaphors of Developmental Process for Brain-Savvy Teachers; George Hruby.- Closing Remaining Optimistic, Cautious and Active; Debby Zambo and Leslie Haley Wasserman.

234 pages, Paperback

First published January 1, 2013