Neurodevelopment and Early Childhood Education for Low-Income Students: An Analytical Literature Review

Year 2016, , 100 - 106, 30.12.2016

Elizabeth Finocchiaro

https://doi.org/10.20489/intjecse.284668

Abstract

A
child's
experiences shape his development and never is that more true than in his earliest years. The early childhood years are a time when student's brain is rapidly maturing. Educators must make every effort to ensure that at school, the experiences to which children are exposed and the resources to which they have access are positive. Considering both the importance of brain development in children’s
early years and the disadvantages faced by our at-risk populations of children, it is imperative that educators consider what the study of neuroscience can contribute to the field of early childhood education. This review examines the overlap of neurology and early childhood experiences especially as it pertains to students of lower socioeconomic status. Three significant external factors that influence children’s
neurodevelopment are discussed. These three influential factors are adult engagement, the home environment, and the school environment. Additionally, suggestions for future research will be proposed.

Keywords

Early childhood education, low-income, brain science, neurology

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