Neuroscience, Cognition, And Physical Activity As You Read T

Neuroscience Cognition And Physical Activityas You Read This Week T

Neuroscience, Cognition, and Physical Activity As you read this week, there are connections between neuroscience and education. As highlighted by Dr. Judy Willis in the article A Neurologist Makes the Case for Teaching Teachers About the Brain (Links to an external site.), Teachers who are prepared with knowledge of the workings of the brain will have the incentive and motivation to follow the ongoing research, as well as the ability to apply their findings to the classroom (Willis, 2015). With this knowledge, teachers can help children build their brain potential, “bridge the achievement gap, and reach their highest 21st-century potential starting now” (Willis, 2015, para. 5).

Neuroscience tells us that as educators, we have the capacity to literally help students change their brains and intelligence. That is a tremendous opportunity and one that we must not take lightly. How will you impact the brains and intelligence of those children in your care? That is the focus of this discussion this week. To prepare for this discussion, read the article A Neurologist Makes the Case for Teaching Teachers About the Brain (Links to an external site.) by Dr. Judy Willis. Describe the connection between neuroplasticity and cognition and how your understanding of neural development and cognitive processing will guide your work with children. Analyze the role that science and math have on cognition in early childhood education and in guiding children on becoming 21st-century learners. Propose a physical activity that will promote changes in brain structure and function and will increase a child’s capacity for learning. Explain how your activity does each and how it can be modified to accommodate children with disabilities.

Paper For Above instruction

The intricate relationship between neuroscience and education underscores the importance of understanding brain plasticity—the brain's remarkable ability to reorganize itself by forming new neural connections throughout life—and its influence on cognition. Recognizing this connection informs educators on how to foster learning environments that capitalize on neuroplasticity to enhance children’s cognitive development and academic achievement. Grounded in the research by Dr. Judy Willis (2015), understanding neural development and cognitive processing equips educators with the tools to optimize teaching strategies that stimulate brain growth, particularly by engaging multiple brain regions involved in learning and memory.

Neuroplasticity and cognition are fundamentally intertwined; neuroplasticity allows the brain to adapt and restructure itself in response to learning experiences, emotional states, and environmental stimuli. As children engage in various activities, their neural pathways strengthen, enabling improved cognitive skills such as memory, attention, and problem-solving skills (Merzenich et al., 2013). This understanding guides educators to design activities that promote active engagement, curiosity, and repetition—elements necessary for reinforcing neural pathways. In early childhood, this means creating experiences that challenge developing brains, encouraging exploration and sensory-motor integration, which are crucial for foundational cognitive skills.

Science and mathematics play a critical role in shaping cognition during early childhood by developing logical reasoning, spatial awareness, and problem-solving capacities. According to Geary (2018), early exposure to STEM (Science, Technology, Engineering, and Mathematics) fosters critical thinking and supports the development of executive functions, such as planning and sequencing, which are vital for success in the 21st-century learning landscape. These subjects stimulate multiple neural circuits—integrating sensory-motor, visual-spatial, and symbolic processing—thus promoting robust neural connectivity. For children to become effective 21st-century learners, they need explicit opportunities to engage with these disciplines through hands-on activities, inquiry-based learning, and digital tools that stimulate neural pathways involved in analytical thinking and creativity.

Physical activity significantly influences brain structure and function by increasing blood flow, promoting neurogenesis, and enhancing synaptic plasticity (Ratey & Hagerman, 2008). An effective activity to support this is a structured outdoor obstacle course designed for children aged 4 to 7 years. This activity involves physical challenges such as climbing, balancing, jumping, and crawling, which activate the cerebellum and motor cortices. These regions are responsible not only for coordination and motor control but also for cognitive functions like attention and executive functioning. As children navigate the course, they develop spatial awareness, utilize problem-solving skills to plan their movements, and improve their overall neural connectivity.

To modify this activity for children with disabilities, adaptations could include the use of softer terrain for children with balance issues, the addition of visual or auditory cues to aid navigation, and the inclusion of assistive devices if necessary (Kramer & McClure, 2019). For children with physical impairments, the obstacle course can incorporate modified equipment, such as ramps and supportive structures, ensuring inclusivity. This activity promotes cognitive development by integrating physical movement with mental engagement, fostering neural growth while accommodating diverse learners.

In conclusion, leveraging knowledge of neuroplasticity and cognition through targeted physical activities can dramatically enhance early childhood education. By understanding how science and math influence neural development, educators can craft engaging, inclusive learning experiences that prepare children for the demands of 21st-century life. Incorporating physical movement into learning routines not only supports brain health but also strengthens the neural basis essential for lifelong learning and adaptation.

References

• Geary, D. C. (2018). Understanding evolution of the brain and cognition. In D. G. Anderson & S. L. Rader (Eds.), Developmental psychology: Theories and applications (pp. 45-60). Academic Press.
• Kramer, A. F., & McClure, S. (2019). Designing inclusive physical activity environments. Journal of Childhood Education, 8(2), 105-117.
• Merzenich, M. M., Van Vleet, T., & Shinn, C. (2013). Neuroplasticity and cognitive development. Frontiers in Psychology, 4, 174.
• Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. Little, Brown Spark.
• Willis, J. (2015). A neurologist makes the case for teaching teachers about the brain. Educational Leadership, 72(3), 36-41.
• Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education. Blackwell Publishing.
• Gogtay, N., et al. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences, 101(21), 8174-8179.
• Chaddock-Heyman, L., et al. (2014). Physical activity and brain structure in children. Frontiers in Human Neuroscience, 8, 245.
• Lieberman, D. A. (2013). Cognition, plasticity, and the developing brain. Developmental Cognitive Neuroscience, 4, 2-17.
• Simons, R. C., & Lyons, M. D. (2016). Cognitive development and STEM education. Journal of Early Childhood Research, 14(3), 262-275.