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Presenter: Dr. Polly Bowes Howell, O.D., J.P. (ECD/Special Education Consultant) CONCURRENT SESSION DAY 3: 10:30 A.M. – 11:30 A.M. AREAS TO BE COVERED • Unlocking the Potential at the Early Childhood Level • New Information on Brain Development • What Works? Research Does • Closing the Gap in Educational Achievement and Attainment What is it that we already know about Brain Growth and Development? • Research reveals that the human brain is wired at an astounding rate during the early months and years of development. • These first three (3) years are critical as the experiences gained during this period will set the stage for future learning and development (window of opportunity). What is it that we already know about Brain Growth and Development? (Cont’d.) Meet the 21st Century child: • Short attention span culture, which demands stimulation, and bombards us with sensory overloads. From birth his environment literally wires and re-wires pathways to the brain. What is it that we already know about Brain Growth and Development? (Cont’d.) Meet the 21st Century child cont’d.: • The brain is as mysterious as it is awesome. This 3lb grey matter not only controls the most basic functions (such as breathing, reflexes and seeing) but it is also the control centre for all thoughts and actions. The Human Brain What is it that we already know about Brain Growth and Development? (Cont’d.) Meet the 21st Century child cont’d.: • Two decades or so ago, we thought that the human brain was hard-wired at birth which meant, you were either born smart of you were not. • Today, what research has revealed is that the brain appears to be very plastic – a super sponge, that is constantly changing and adapting in response to outside stimuli. What is it that we already know about Brain Growth and Development? (Cont’d.) Meet the 21st Century child cont’d.: • That is what has now given rise to the special attention now being paid to Early Childhood Education and Development. UNESCO’s Global Monitoring Report says “Children with Disabilities Most Excluded” Here is a glimmer of hope drawing from four main areas. 1. The right teachers must be selected for the diversity of the children they teach. 2. Teachers must be trained to support the weakest learners. Glimmer of Hope cont’d. 3. The best teachers should be assigned to teach where the most challenges exist. 4. That governments must provide teachers with incentives to encourage them to ensure that all children are learning. As educators, one of our major concern is the educational achievement and attainment among groups of students. Boys as against girls Students with disabilities Exceptional learners Socio-economic status of children (poverty) Children from disadvantaged backgrounds Task Force Report on Educational Reform (2004) has set some targets for 2015, one of which is “85% mastery in literacy rate for all students at the Grade 4 level. What have we seen? 1. Girls continue to outperform boys at this level (gender gap) 2. This gap begins as early as 18 months (early socialization) vocabulary expectations, social interaction with family unit. Task Force Report on Educational Reform (2004)… Cont’d. What have we seen? 3. The child who enters K1 with one or more risk factors, starts out behind the child who starts with none. The fact is that, without early stimulation, this child will definitely gain less through to third grade. THE EDUCATION BELL CURVE Since every child can learn and every child must learn, we must include all our children which means education must be the right of every single child. Where should this education be provided? 1. In the regular classroom, or classroom or special 2. In the regular school or special school. • 10% to 15% of school-age children are considered to have a disability that prevents them from learning normally. These children need special services to be able to reach their full potential. References Freed M. , parson L (1997) Right Brained Children in a Left Brained World, Fireside Rockefellow Centre New York Gunning TC (2006) Closing The Literacy Gap Pearson New York USA Magon AJ (2009) Gender The Brain and Education University of Victoria British Columbia Sylvester R. (1998) Student Brains School Issues Pearson Skylight Illinois USA Task Force on Educational Reform Jamaica – A Transformed Education System (2004) Taylor R. L (2009) Assessment of Exceptional Students Pearson Columbus, Ohio