Clark, J.A. (2015). Early childhood education: Fracture lines of social context and neural development. NZ Research in Early Childhood Education Journal, 18, 80 - 86.
Critical Review Paper
Early childhood education: Fracture lines of social context and neural development
The debate between academics in the Listener about early childhood education raises issues which warrant further critical examination.
One issue concerns the weight to be given to families over schools/ centres when it comes to children’s learning. Too often the matter is considered in terms of within school and beyond school dualism of factors but there are significant problems with this way of seeing things. A better way is to adopt a proximal/distal continuum whereby all factors are taken into account, regardless of their importance.
A second issue centres on what is required to maximise the learning of young children. Given the centrality of their neural development and the links to family circumstances, it is essential that teachers and parents have a sound grasp of the underlying neural structure of learning to underpin successful learning by all children.
Key words: Learning; home-school factors; curriculum, Te Whariki, brain development.
Oops ... you are attempting to view an article or a resource in the member-only area.
To keep reading, you need to login with your membership login
If this is not one of our 'Educators' or 'Service Provider' articles, then it is most likely a NZ-Int Research in ECE Journal article that can be accessed through a library subscription or a research membership if you are not an educator or service provider.
Not a member? Look below ↓ for the click here button ↓ It will take you to the membership page to sign up and choose your own unique username and password.