The Impact of Early Teachers in Brain Development: Enhancing the Growth of Children from Lower Income Families in the Malay Community

In this document we will discuss about The Impact of Early Teachers in Brain Development and below are the summary points of this document:- Early teachers play a crucial role in shaping the brain development of children from lower income families in the Malay community. Two theories, neuroplasticity and whole brain teaching, are selected for the research on brain development. Data collection includes surveys, interviews with teachers, and analysis using graphical representation and thematic patterns. Probability and non-probability methods are used for sample selection.

The Impact Of The Early Teachers In The Brain Development
Of The Children Of Lower Income Families Of Malay
Community
INTRODUCTION
Brain development is phase of
childhood life where the child’s
brain grows according to their
environment. For proper
development of child brain from
low income groups, teacher play
important role in shaping them in
accordance with the surroundings
(Fonsén, 2013)
RESEARCH QUESTIONS AND SUB-
QUESTIONS
Q1. what part does early teacher
plays for children belonging to
poor families in Malay in growth
and development of their brain?
Q2. How the children can be
motivated to take part in a course
for their brain development?
Q3. What are the ways that can
be implemented to increase the
growth of brain of children from
Malay community?
DIAGRAMMATIC
REPRESENTATION OF KEY
THEMES FROM LITERATURE
REVIEW
THEORY SELECTED
There are two theory selected for
the research. They are-
THEORY OF NUEROPLASTICITY-
which says that it is the brains
ability to acclimatize with the
changing scenario, which come
through all life experience a person
undergoes (Demarin &
Morović,2014)
THEORY OF WHOLE BRAIN
TEACHING- It tells about the role of
teacher in proper involvement of
students in learning process.,
which focuses on collaboration of
teacher and students as it is
important for any learning activity
(Bada & Olusegun, 2015).
SAMPLE SIZE AND SELECTION
CRITERIA
• The research uses probability and
non-probability method for
sample selection.
• Probability method is done to get
random samples based on process
of myriad automation, and this
help to get several samples from
population based on different age,
sex and race.
• Non-probability method is also
employed and interview will be
conducted from three teachers
based on childcare centre.
METHODOLOGY AND METHODS
OF DATA COLLECTION
• For this research, primary and
secondary data are collected to
get accurate result.
• Primary data will be collected
through survey sheets and
interviews which will involve three
teachers from child-chare centers.
• Secondary data will be selected
from the online journals, articles
and books which focus on early
teaching methodology.
PROPOSED SEQUENCE OF DATA
COLLECTION
The research follows the below
mentioned sequences to collect
data:
Firstly- Survey sheets and
interview question will be
prepared for teachers of childcare.
Secondly- Surveys and interview
will be performed with three early
teachers of different centers giving
child care.
Thirdly- The data collection will be
further analyzed with help of
visual representation.
INTENDED DATA ANALYSIS
METHODOLOGY
REFERENCES
Bada, S. O., & Olusegun, S. (2015).
Constructivism learning theory: A
paradigm for teaching and
learning. Journal of Research & Method
in Education, 5(6), 66-70.
Demarin, V., & Morović, S. (2014).
Neuroplasticity. Periodicum
biologorum, 116(2), 209-211.
Fonsén, E. (2013). Dimensions of
pedagogical leadership in early
childhood education and
care. Researching leadership in early
childhood education.
• Data collected will be analyzed by
converting in graphical
representation, by changing the
data in numeric forms.
• Thematic method is followed to
examine the data and will be
represented in thematic pattern,
to get accurate outcome.