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In order to create a better learning brain, students must be organized, adaptive, passionate, and secure about learning. Research and follow-up studies of these traits with theoretical knowledge, may suggest why multiple intelligence, child development theory, learning styles, and cognitive development should be included in every teacher's playbook. Moreover, one very real challenge with this age group is how to preserve and protect elements of the magical child (fantasy and imagination), while expecting students to successfully transition to school learning, regardless of their ability or…mehr
In order to create a better learning brain, students must be organized, adaptive, passionate, and secure about learning. Research and follow-up studies of these traits with theoretical knowledge, may suggest why multiple intelligence, child development theory, learning styles, and cognitive development should be included in every teacher's playbook. Moreover, one very real challenge with this age group is how to preserve and protect elements of the magical child (fantasy and imagination), while expecting students to successfully transition to school learning, regardless of their ability or interest level. Walk into any school and observe the writing or artwork on the school's walls and you will see an incredible mixture of abilities and imagination. This mixture could be a barometer of your child's learning abilities and actual school success.
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Autorenporträt
David P. Sortino, PhD, has over 40 years of experience as a teacher, administrator, educational consultant and neuroscientist with at-risk youth. He is the former school principal with the Just Community Emancipation Program for ex-juvenile offenders at the Clark Academy. He obtained a PhD in clinical psychology and then worked at a north bay juvenile hall for four years as a moral development consultant, running groups and retraining staff about recent developmental theories, etc. He also taught several university courses in moral development and the life cycles.
Inhaltsangabe
List of Articles Acknowledgments Introduction Section 1: Early Childhood (ages 2 to 6 years) Section 2: Late Childhood (ages 7 10 years) Section 3: Early Adolescence (ages 11 16 years) Section 4: Late Adolescence to Early Adulthood (ages 17 21 years) About the Author References
List of Articles Acknowledgments Introduction Section 1: Early Childhood (ages 2 to 6 years) Section 2: Late Childhood (ages 7 10 years) Section 3: Early Adolescence (ages 11 16 years) Section 4: Late Adolescence to Early Adulthood (ages 17 21 years) About the Author References
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