Introduction Over the last twenty years neuroscientists have greatly advanced their knowledge of how the brain works. These studies have shown that the early years of life are a time of enormous learning activity in the brain. Using this research, some educationalists have established an approach to teaching known as Brain-based learning. Of course, the fact that brain development is key to learning, and that much of this development takes place during the early years of life, is not new information. Nicola Call, an advocate of Brain-based learning points out that 'it is simply not possible to learn in a way that is not brain-based' (p.10). What is new is that we can begin to understand exactly what it is happening in the brain to allow learning to take place, and why the experiences, opportunities and care provided for young children are so important for healthy brain development. How the brain works To understand the affects of children's early experiences on brain development, we need to grasp a few key facts about how the brain works. The EYFS card 1.1 states that 'Babies come into the world ready to learn'. This is because when they are born, babies already have all of the brain cells, or neurons, they will need throughout their lives. From birth, each of these neurons has the potential to make a connection to another neuron. The pathways through which neurons send and receive information are called synapses. With repeated use, these pathways strengthen and learning takes place (Smith, p.14). Those pathways that are used less frequently or not at all are 'pruned' away. This discarding of unused synapses allows for ones that are used all the time to develop further. It keeps the brain tidy. So the early experiences in children's lives are vital to starting and strengthening as many pathways in the brain as possible: 'Our brains shape and reshape themselves in ways that depend on what we use them for throughout our lives' (Hawley and Gunner, p.4). Studies have shown that during brain development there are optimum times for learning certain skills, such as language. Rodd describes these as 'critical periods or windows of opportunity during which the brain is honing particular skills or functions' (Practical Preschool, 2001). If a window of opportunity is missed, it does not mean that it would be impossible to learn this skill later, it just becomes more difficult. In the early stages of development the brain is also affected by physical and emotional stress, such as poor nutrition, dehydration or emotional neglect. Rodd writes that 'when children operate in a state of chronic stress, changes in the structure of the brain seem to occur' (Practical Preschool, 2001). A positive environment provides a platform for healthy brain development and learning. What is Brain-based learning? Call defines Brain-based learning as 'a term used to describe how to apply theories about the brain to help children to maximise their potential for learning' (p.9). She explains that it is not a scheme, and that it is not necessary to employ specialised resources or equipment: 'Brain-based learning is simply a more informed way of teaching' (Call, p.10). It is actually an umbrella term that incorporates an understanding of early brain activity with a variety of teaching tools. These include VAK, (Visual, Auditory and Kinesthetic learners), a multi-sensory approach, mind-mapping (a format that supports making connections), and play. Wilson and Spears explain that Brain-based learning is underpinned by some core principles: 'Learning involves the whole body (food, hydration and movement affect learning); the brain is social and works best when working with other brains; and every brain is individually organised (p.2). Working with these principles it is clear that an early years setting can support healthy brain development through the thoughtful provision of good nutrition and accessible drinking water, physical activity, sustained shared thinking with supportive adults, opportunities to share experiences with peers and the recognition of each child as an individual. Making Use of Brain-based learning: Informing Good Practice Positive Interactions Rodd writes that 'adult attention is vital because it helps give meaning and context to the developing structures in the brain, thereby grounding learning in social experience' (Practical Preschool, 2001). A baby's first learning experiences involve interaction with an adult. Making eye contact, smiling and chatting, crying and having a nappy changed or being fed all set up pathways for learning in the baby's brain: 'Every time a care giver...interacts with an infant or toddler, connections are formed. Positive interactions with nurturing care givers...profoundly stimulates young brains' (openlearn.open.ac.uk, Unit 'Play, Learning and the Brain'). A baby learns to feel safe and cared for by forming secure attachments to the key adults in their life. The EYFS card 1.1 stresses that 'Early relationships strongly influence how children develop and having close relationships with carers is very important'. From this position of comfort they are able to explore the world around them and learn more. The Learning Environment The EYFS card 3.2 says that 'When children's physical and emotional needs are met they are more ready to take advantage of the play and learning opportunities on offer'. We have already seen that infant's brains need good nutrition and hydration to develop well, and that children need to feel safe in order to learn. From this point of meeting basic needs, an early years setting can provide further stimulation for brain development and learning. A multi-sensory environment, with attention to sounds and smells and different sorts of spaces to play both outside and indoors is ideal. Wilson and Spears suggest a 'variety of places that provide different lighting and nooks and crannies. Many elementary children prefer the floor and under tables' (p.4). A child's brain is making connections between experiences all the time, and free access to resources will allow them to explore their ideas independently. The EYFS card 4.3 says that: 'Children will more easily make connections between things they've learned if the environment encourages them to do so. For example, they need to be able to fetch materials easily and to be able to move from one place to another'. Wilson and Spears also advise linking resources and activities to children's lives: 'We learn and retain material, processes and information that we perceive as useful, relevant or of personal worth' (p.5). Learning happens when experiences are repeated and the pathways between neurons in the brain are well trodden. Children therefore need opportunities to repeat activities and ideas. Smith explains that 'if a young learner does not have the experience with which to connect information, then no learning takes place' (p.14). It is the practitioner's role to work with what a child already knows, to encourage connections to be made, and to build on each experience. Play Research into early brain development has added to our understanding of the importance of learning through play. As Susan Greenfield writes 'play is fun with serious consequences' (in Pound, p.78). During their play children repeat experiences and this helps to establish pathways between neurons in the brain. Play provides a safe way for children to try out new things as they make connections and build on previous knowledge. Play also allows children to learn independently and do things for themselves: 'It is important to remember that a second hand experience, that is an experience which is reported by another person, can never replace a first hand experience which involves all the senses, the whole body and ideally a supportive companion' (acceleratedlearning.co.uk). Children have this freedom to learn as they play. The EYFS card 1.1 puts it another way: 'Children learn better by doing and by doing things with other people who are more competent, rather than just being told'. Teaching and Learning Techniques Brain-based learning employs a number of techniques that can be used to support children's brain development. Providing opportunities to move about is an important tool. Lindon explains that 'physical activity actually increases the blood flow to the brain and promotes the neural connections of learning' (p.128). In an early years setting this means allowing as much free access between indoor and outdoor areas as possible, as well as scaffolding learning with dancing, tapping rhythms, clapping and singing. Through these various movements children are 'creating many different pathways to their memories' (Wilson and Spears, p.5). Children learn to associate things with movements and this supports their kinesthetic learning. Music is another simple method to promote brain-based learning. For example, using music to signal times of the day, such as tidy up time or snack time, triggers a child's memory. It supports auditory learning, learning through repetition, and can strengthen pathways in the brain. Mind-mapping is a core technique for brain-based learning. It involves making a visual representation of a topic, with the main theme in the centre and the links that the children make radiating outwards. Call explains how it helps children to make connections: 'When a young child creates a mind map, his brain is forming connections, which the adult then helps him to translate in concrete terms onto the mind map' (p.94). Call suggests using actual objects to make mind maps with very young children, with string or wool to show the links. Mind maps can be both an expression of an individual's understanding and a display of group experiences. They could be used to support aims like this one on EYFS card 3.2 : 'A setting which recognises the needs of every child, plans learning journeys which are suitable for groups but flexible enough to cater for individual pathways along the way'. Criticisms of Brain-based Learning There are educationalists and neuroscientists who take a cautious approach to brain-based learning. Much of this apprehension is due to the fact that how the brain works is still a relatively new area of research. Lindon writes that 'there is still a very great deal that is not known about the brain and how it works' (p.127). Charles Nelson, a leading brain researcher, has expressed concern that the findings about brain development have been over-simplified to make them appealing to practitioners and parents (Ellers, p.1). He explains that so far neuroscientists can be confident that the first three years of life 'are probably like putting the foundation in and framing up a house' and that this healthy structure is built from 'good nutrition, proper stimulation and nurturing parents and teachers' (in Ellers, p.2). In other words, good early years practice already promotes healthy brain development, and perhaps those working with young children should be wary of schemes and resources reported to advance this. As Lindon points out 'you can support young brain development through using simple play resources, with your attention and a warm relationship' (p.127). Conclusion Brain-based learning is best used as part of a scaffold of many teaching and learning approaches in the early years. It gives further credibility to the good practice that is already in place and increases our understanding of how children learn. References The Thinking Child: Brain-based Learning for the Foundation Stage, Nicola Call, Sally Featherstone, Network Educational Press, UK, 2003 (Examines in depth the techniques that can support brain-based learning). Understanding Child Development - Linking Theory and Practice, Jennie Lindon, Hodder Arnold, UK, 2005 Accelerated Learning in the Classroom, Alistair Smith, Network Educational Press, UK, 2002 How Children learn: from Montessori to Vygotsky, educational theories and approaches made easy, Linda Pound, Step Forward Publishing, UK, 2005 Brain-based Learning, article by Dr. Jillian Rodd, in Practical Preschool, issue 29, 2001 Overview of Brain-based Learning, article by Leslie Wilson and Andrea Spears, www.openlearn.open.ac.uk, 'Education' section, Unit 'Play, Learning and the Brain' New Research Spurs Debate on early Brain Development, article by Fran Ellers, www.openlearn.open.ac.uk, 'Education' section, Unit 'Play, Learning and the Brain' www.acceleratedlearning.co.uk, Nicola Call's website Starting Smart: How Early Experiences Affect Brain Development, article by Theresa Hawley and Megan Gunner, 2000, www.zerotothree.co.uk The Early Years Foundation Stage cards
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