71.
Reading Comprehension,HESI A2
Neuroscience in the Classroom When it comes to early childhood education, could principles of neuroscience and experimental studies help educators teach more effectively? This is a popular question studied by leading international psychologists and research analysts focusing on educational psychology. However, the answer to this question requires advanced technological research tools, detailed scientific analyses, and, above all, time and patience to understand the results. Over the past ten years, innovative research centers have helped scientists understand how neural mechanisms impact children’s learning behavior. In other words, the study of neuroscience is opening new doors for analyzing how children learn basic functions. Neuroimaging, for example, is just one of the ways that scientists have been able to link visual capabilities with how well children comprehend letters of the alphabet. Although various concepts in early childhood education, such as observation and communication, are already understood within the scientific community and applied in the classroom setting, neuroscience allows psychologists to create completely new theories regarding childhood development. Currently, it is estimated that the discipline has allowed for the discovery of four pillars of learning: attentiveness, active output, feedback, and motor skills. The first learning pillar, i.e., attentiveness, is described as a child’s ability to digest both general and detailed concepts. That is, it helps children understand the “big picture” of a subject and focus in on the details when necessary. The second pillar, i.e., active output, seeks to quantify the verbal and written productivity of a student based on information received in the classroom. The third pillar, i.e., feedback, involves a child’s ability to self-assess and provide regular checks when understanding the material that has been learned. This pillar is noteworthy since it calls for both the feedback of the individual and that of the educator. Last but not the least, motor skills are acquired through daily repetition of what has been learned. Thanks to natural sleep cycles, this information is consolidated and stored in the brain for future access. An important part of these pillars is the concept of automatization, which occurs when a skill has been practiced so much that it becomes second nature and requires little to no conscious effort. However, according to leading experts at the Sorbonne University in Paris, a number of systematic errors can still present themselves with automatization. For instance, studies have shown that younger students seem to make simple mistakes in logic and reasoning problems in classroom settings, even though these tasks involve automatization. Researchers believe that training the brain through neuroscience practices can eliminate the occurrence of these mistakes while strengthening automatization. The abundance of research pertaining to neuroscience in the classroom as well as the increasingly vast possibilities of new theories have led to the development of a new field: neuroeducation. However, as with any new discipline, it will need to overcome hurdles within the scientific community. Although projects and collaborations between scientists and educators around the world are growing, gaining acceptance within the educational sphere will likely require more stable results to establish credibility. Which of the following ideas can be inferred from the text?