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Brain Research and Childhood Education: Implications for Educators, Parents, and Society

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Abstract

Brain Research and Childhood Education provides teacher educators, education students (both in regular and special education programs), school psychologists, practicing teachers, and school leaders with a brief, readable distillation of the most up-to-date research on brain development and how it relates to optimum teaching practice in childhood and adolescence. This accessible reference uses cases to further illustrate how studies on brain development and various learning processes have implications for educators and psychologists as they strive to enhance children’s cognitive, social, emotional, and academic learning opportunities.
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... VOLUME 16. ISSUE 3 68 future life (Bergen and Woodin, 2017). When the research findings related to young children's brain and emotional development are integrated with essential issues of pedagogy, a scientific dialogue between classroom teachers and neurologists is expected to surface with the intention of exploring the possibilities for initiating new directions in pedagogy (Nouri, 2016). ...
... These years are a window of opportunity, a sensitive period for learning. Around the age of eight, this window of opportunity narrows and the sensitive period of learning closes (Bergen and Woodin, 2017). ...
... Children's interest in understanding the world around them is the first and essential way of learning for young children. On the other hand, the constant stress, traumas, and physical and emotional neglect and abuse will result in learning difficulties and other cognitive and social impairments (Bergen and Woodin, 2017). In the field of neuropedagogy, pediatric neurologists examine the neurological development of children, while teachers utilize learning strategies that are conducive to young children's learning and the utilization of brain capacity. ...
... This adaptation of behavior to cognitive function provides an opportunity to repair behavior by strengthening cognitive function. Given that childhood is the most appropriate critical period of development, during which brain plasticity has the highest flexibility and cognitive training in this course can lead to the best results [16] and on the other hand, executive functions in the age range of 7-12 years show the highest growth rate [17] Therefore the need for cognitive rehabilitation to address children's cognitive deficits is clear to professionals. ...
Article
Background and Aim: Children with Attention Deficit Hyperactivity Disorder are a good target group for cognitive rehabilitation Because their behavioral problems, including inattention, impulsivity, and hyperactivity, have a specific cognitive and cerebral origin. This adaptation of behavior to cognitive function provides an opportunity to repair behavior by strengthening cognitive function. This study aimed to compare the effectiveness of cognitive rehabilitation based on virtual reality technology as a new method and classical cognitive rehabilitation in improving the executive functions of children with attention deficit hyperactivity disorder. Methods & Materials: This research was a quasi-experimental study using a pre-test-post-test design with a control group. The statistical population included all children aged 7-12 years with Attention Deficit Hyperactivity Disorder in Tehran in 1398 who were selected by convenience sampling method and randomly divided into 3 groups of 12 people. In the pre-test stage, participants were assessed with the Attention Deficit Hyperactivity Disorder Rating Scale and the Computer Integrated Visual and Auditory Test (IVA-2). The first group received a virtual reality-based cognitive rehabilitation package and the second group received a Captain Log computer cognitive rehabilitation package, 12 sessions twice a week. No intervention was performed in the control group during this period. Post-tests were taken from all 3 groups after the intervention. Univariate analysis of covariance (ANCOVA) was used to analyze the data using SPSS software v. 26. Ethical Considerations: This study was approved by the Research Ethics Committee of the Islamic Azad University, Central Tehran Branch (Code: IR.IAU.CTB.REC.1400.001). Results: The results showed that both methods of cognitive rehabilitation intervention had a significant effect on cognitive functions (selective attention, sustained attention) of Attention deficit hyperactivity disorder (ADHD) children (P0.05). Conclusion: Virtual reality-based cognitive rehabilitation is as effective as classical cognitive rehabilitation on selective attention and sustained attention in children with ADHD. Virtual reality-based cognitive rehabilitation can be used as a new approach to rehabilitating this disorder.
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