Learning Resources
- Paper: National Scientific Council on the Developing Child. (2007). The timing and quality of early experiences combine to shape brain architecture (Working Paper No. 5). Cambridge, MA: Center on the Developing Child, Harvard University. Retrieved from download the PDF from this Web page.
- Preschool Policy Brief:Thompson, R. A. (2008). Connecting neurons, concepts, and people: Brain development and its implications. New Brunswick, NJ: National Institute for Early Education Research. Retrieved from
Optional Resources
- Paper: National Scientific Council on the Developing Child. (2005). Excessive stress disrupts the architecture of the developing brain (Working Paper No. 3). Retrieved from download the PDF from this Web page.Instructions
Assignment: Sharing Information about the Brain
In this module, you have been reading cutting edge information about brain development and the intricate relationship between brain architecture and early childhood development. You have learned that “critical aspects of brain architecture begin to be shaped by experience before and soon after birth, and many fundamental aspects of that architecture are established well before a child enters school” (National Scientific Council on the Developing Child, 2007, p. 1). And you have also begun to explore the impact of stressful events on brain development.
For this assignment, consider what you have read and then complete the following:
- Decide who you believe would find this information most interesting and helpful: parents, colleagues, an infant-toddler or preschool staff, doctors learning about young children?
- Create a handout for a presentation that you would give on brain architecture and young children that contains a short introduction, at least 10 vital points that you want to make sure your audience understands, and an ending paragraph that summarizes why you believe this information is so important.
- Be sure to use your own words and credit your sources.
- Assignment length: 2 pages
