Neuroscience Research and the Early Childhood Learning Environment

This report delves into the application of neuroscience research within the early childhood sector, focusing on cognitive development, executive functioning, and self-regulation. It examines Bloom's taxonomy to understand the progression of children's thinking from lower to higher-order skills, highlighting the importance of foundational knowledge and comprehensive learning. The report also explores neuroscientific research and its impact on the learning environment, discussing brain theory, multisensory experiences, and the use of technologies like mind mapping. Comparisons are made with other research articles to provide a comprehensive analysis of the subject matter. The author emphasizes the importance of critical thinking, strategic information acquisition, and the development of effective teaching practices. This report aims to provide a detailed overview of the topic, demonstrating how neuroscience informs effective educational strategies. The document is contributed by a student to be published on the website Desklib, a platform providing AI-based study tools for students.

NEUROSCIENCE
RESEARCH
AND
THE EARLY
CHILDHOOD SECTOR

TABLE OF CONTENTS
TOPIC 1. Assessing taxonomies in recognizing and understanding children's progression from
lower to higher order thinking.........................................................................................................1
TOPIC 2. Presenting neuroscientific research and executive functioning in the learning
environment.....................................................................................................................................4
TOPIC 3. Neuroscientific research and Self regulation in the learning environment. ...................7
REFERENCES ...............................................................................................................................9

TOPIC 1. Assessing taxonomies in recognizing and understanding children's
progression from lower to higher order thinking.
This article includes the use of Blooms taxonomy to learn about objectives regarding the
skills and abilities that should be acquired by individuals. This taxonomy differentiate between
the cognitive skills level and the objectives that require the high level of this learning and using
of this knowledge in variety of tasks. This particular article is addressing the children's and
development in them from lower level to higher taxonomic level. Based on the example provided
by author in the article it can be inferred that actions and skills that developed in the children
from childhood to adulthood can be observed and measured when they perform activities related
to those skills. Thus, the author has cited the instances in very effective way. This makes the
subject more presentable and can be easily understood.
The author has included information regarding different categories of the Bloom's
taxonomy in his articles that consists of total six classes. These classes ranges from lower order
skill that generally require very less cognitive processing to the higher class skills that mostly
require deeper knowledge and greater learning regarding the cognitive skills. Thus, this
information given by author makes the better understanding with regard to the purpose of
Bloom's taxonomy.
This article includes various information regarding bloom's taxonomy. It describes
knowledge as the first foundational cognitive skill. This can be assessed by means of multiple
choice and short question answer. Second step for acquiring high level cognitive skill is learning
of comprehension. Through this technique learner can paraphrase the information in their own
words and requires more cognitive processing. Author also mentioned that this skill further
allows learner to use this knowledge in new situation by using skill of application. This skills
help learner in searching process. Now going to higher level of taxonomy author next describes
about Bloom's analysis skill. This skill help learner in critical thinking regarding the facts and
opinion and then breaking down that knowledge into components that are in need. Following this
comes the synthesis of a new of a new product by using that particular component of knowledge.
Now comes the final step that is evaluation of the output and involves the high level of critical
thinking.
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The information is presented in this article in very effective manner as it describes about
all the skills that should be require at particular stage of development. But this information can
be presented in more effective manner if author could place more emphasize on the critical
thinking ability at each stage. Also, he can provide more information regarding educational
objective at each level of development. Although the available information is presented in well
understanding manner and is reliable.
The author has concluded learning in children through the skills of foundational
knowledge, which forms the base on of new concepts in the early childhood sector. Further he
has related the teaching practice with the skills of comprehensive learning along with the better
understanding and application of the acquired knowledge. Finally, author has mentioned that
strategic information can be achieved by acquiring analysis skills and then synthesizing the new
concepts and evaluating them for making a perfect strategy.
The comparison of the above article with other three articles are listed below :
This article considers the ways by which progress can be analysed by various patterns
of evolution. In contrast to the previous article by Adams (2015), it proposes a learning
progression which helps in explaining the scientific practices, disciplinary core concepts and the
cross-cutting concepts. However, it can be evaluated that for developing this approach, a 3D
plant evolution curriculum can be used for the children and it can help in a better recognisable
and understanding of the progression rate of the students from lower to higher order thinking.
In contradiction to Adams (2015), which included the Bloom's taxonomy for the
development of skills, this approach refers to the increasing and continuous rate of
transformations in the technological as well as socio cultural areas of the acquisition of
knowledge along with the development of the specific skills. However, it can be evaluated that
integration of Information and Communication Technologies (ICTs) in the school can be
involved as a means of better learning, thinking, collaboration, communication etc.
According to Donald (2012), there are various other taxonomies that can be used for a
proper understanding and recognition of the level of child's progression. In contrast to Adams
(2015), there are some loop holes in the Bloom taxonomy which can result less efficient. The
taxonomy has various issues regarding the information, motivation etc. Also, it does not supports
any sort of orientation and organisation as well. However, it can be evaluated that Marzano
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theory can result better than the Bloom taxonomy as it deals with a proper process for the
recognition, recall, execution, initialisation, experimenting and the investigation.
REFERENCES SUMMARY CRITIQUES
Adams, N. E. (2015). Bloom’s
taxonomy of cognitive
learning objectives. Journal of
the Medical Library
Association. 103(3). Pp. 152–
153.
 Children learn through
the skills of
foundational
knowledge, which
forms the base on of
new concepts in the
early childhood sector.
 Teaching practice can
be related with the
skills of comprehensive
learning along with the
better understanding
and application of the
acquired knowledge.
 Strategic information
can be achieved by
acquiring analysis
skills and then
synthesizing the new
concepts and
evaluating them for
making a perfect
strategy.
 Jennifer., H. 2017
Developing a learning
progression for three
dimensional learning of
the patterns of
evolution.(101). pp.
787-817.
 Bastos, A., & Ramos,
M. A. S. (2017).
Higher-Order Thinking
in Foreign Language
Learning. Advances in
Social Sciences
Research Journal. 4(5).
pp. 90-118.
Integration of
Information and
Communication
Technologies (ICTs) in
the school can be
involved as a means of
better learning,
thinking, collaboration,
communication etc.
3

TOPIC 2. Presenting neuroscientific research and executive functioning in the
learning environment.
This particular article provide information regarding the neuroscience research that is
applicable for children's and science educators. Through this article author provide us with
studies which are based on the educational neuroscience literature. This idea of knowledge is
further followed by concepts of six scientific learning which is based on the theory related to the
whole brain. Thus author has used this learning concept to better understand the neuro scientific
development that take place in children in their early stage which is further developed at higher
stages of life. In this article the author is addressing the development of neuro scientific research
in children by understanding the concept of brain theory. Hence, author has done the best use of
theory in understanding the concepts related to new research.
In this article author has provided various information regarding the development of
childrens brain through six science learning concepts of brain which includes: gaining a proper
and efficient understanding regarding the actual functioning of brain, then describes the pattern
involved in recognizing process and effecting the consciousness level of mind. This article also
contain information regarding the use technologies that includes mind mapping, mnemonics and
other devices that help in the process of learning. The author has also mentioned information
regarding the multisensory experience as a part of the brain theory along with the use of
multimedia filled environment in order to gain the high level of creating reasoning and help in
maintaining the adequate and appropriate positive emotion in the field of learning environment.
On the basis of presented instance the author has also emphasized on the discoveries that are
taking place in the fields of cognitive learning process.
Thus, the information regarding the neuro scientific research and its executive application
is explained by author in a well defined manner. It includes all the necessary knowledge
regarding the development in the children’s brain in their appropriate learning environment. But
he can further improve this knowledge by adding information about the environment and basic
people existing in that. This information will further help in the foundation of the result oriented
curriculum and advanced teaching methods. However, the available information is explained and
described in the good manner and the information available in this article is reliable.
The author has concluded this article by describing it effects on the childhood sector
which includes that brains conciseness level and recognition pattern that plays an important role
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in their early childhood development. Also, he has mentioned it impacts on the teaching practice
by describing about mind maps and learning devices and concludes with the need of
multisensory experience in their field of teaching. And he finally addresses that high level
creative reasoning and discoveries regarding the cognitive learning process were kept in
consideration which help in the strategy formation.
The comparison of the above article with other three articles are discussed below :
This article considers various modern applications of cognitive neuroscience in
educational practice and thinking. In contrast to Liu & Chiang (2014), which included six
science learning concepts of brain effecting the consciousness level of it, this article
demonstrates the potential relevance to the technology enhanced learning (TEL). However, it can
be critically evaluated that the findings from the neuroscience are meant specially for the
development of creativity, collaborative learning etc. Also, it can help in analysing the
relationship between the neuroscience along with the communities involved.
According to Gaetano (2011), various discoveries have changed the pedagogy theory
concerning the functioning of the mind and the movements. In contrast to Liu & Chiang (2014),
which involved only the effects on the childhood sector, this article concludes the right to
education for at least 12 years should be fulfilled within the education system. However, it can
be evaluated that its admission criteria and the further understanding process of the child is much
more effective than the theory of Liu & Chiang (2014), as it includes the compulsory education
of the children who have turned 6.
The article considers that developments in the neuro scientific research is linked with the
improvements in the functional neuroimaging and the other brain imaging technologies. In
contrast to Liu & Chiang (2014), this article focuses on exploring the theoretical understanding
of the ways people learn along with the development of new curricula and various innovative
learning and teaching approaches. However, it can be evaluated that as this approach involves
the concept of transfer accordances and different challenges, they can act more useful in pursuit
of the objective.
REFERENCES SUMMARY CRITIQUES
Liu, C. J., & Chiang, W. W.
(2014). Theory, method and
 Described effects on
the childhood sector
 Howard-Jones, P. and
et.al., 2015. The
5

practice of neuroscientific
findings in science education.
International Journal of
Science and Mathematics
Education, 12(3), 629–646.
which includes that
brains conciseness
level and recognition
pattern that plays an
important role in their
early childhood
development.
 Impacts on the
teaching practice by
describing about mind
maps and learning
devices and concludes
with the need of
multisensory
experience in their field
of teaching.
potential relevance of
cognitive neuroscience
for the development
and use of technology-
enhanced
learning. Learning,
Media and
Technology. 40(2).
pp.131-151.
Modern applications of
cognitive neuroscience can
help in analysing the
relationship between the
neuroscience along with the
communities involved.
 Ravet, J. and Williams,
J. H., 2017. What we
know now: education,
neuroscience and trans
disciplinary autism
research. Educational
Research. 59(1). pp.1-
16.
Evaluated that as this approach
involves the concept of
transfer accordances and
different challenges, they can
act more useful in pursuit of
the objective.
 Gaetano., R. 2011.
Neurophysiologicam
6

aspects in physical
education. Journal of
Physical education and
Sport. 11(2). pp. 153-
158.
TOPIC 3. Neuroscientific research and Self regulation in the learning
environment.
This particular article is regarding analysing and understanding the effect of theories and
self regulated learning on the mobile learning environment. To conduct this study the author has
collected data from two elementary science classes in Singapore that indicates that analytical
model of self regulation learning for mobile learning helps in illuminating and understanding the
importance of relationship between three important aspects of mobile learning which includes:
self reports of students on the psychological process, various patterns of online learning
behaviour and their effect on mobile learning environment of the students and final aspect is
learning achievements. On the basis of statistical analysis the three major findings were
identified: the first is motivation play an important role in students which help in identification of
the degree at which they can actively take part in various types of learning activities.
The next important finding was effects of self reported motivation on the learning
achievement of the children's that is mediated by their participation in behavioural engagement
pre designed activities in mobile learning environment. The third important finding was
perception of students regarding their parental autonomy support was not only associated with
self motivation in learning environment of the schools but was also associated with their actual
behaviour in self regulation of their learning.
In this article the author has presented information in good manner with basic
understanding regarding the effect of Self regulation on neuroscientific research and its learning
environment. Along with this the SRL (Self regulated learning) modal that was used in this study
reveals the relationship among personal factors, attainment and behaviour. Along with this SRL
modal also provided us with framework that is important for understanding the mobile learning.
The comparison of the above article with other three articles is described below:
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This available articles focuses on four important psychological components that are
necessary for the self regulation. The first among them is, people should be aware about their
own behaviour to make it suitable according to the society they are living in. Second important
component is that particular person should posses some skills to understand the reaction of other
people in the society on their behaviour. This helps the individuals in predicting how to give
response to other people living in the society. The thirds component is needed for the detection
of threat in the complex social situation. And the last but not the least, fourth important
component is need of mechanism that help in providing solutions regarding discrepancies that
arises between social norms and self knowledge. In contrast to Sha and et.al. (2011), this article
review the recent available neuroscience research on the psychological components and tends to
support the capacity of humans for self regulation process.
This particular article focuses on the major reason that are responsible for the failure of
the self regulation in the learning environment. According to author Heathereton and Wagner
(2011), the main reason for failure of self regulation is prevalence of many social and mental
related problems in the individuals. It was also found that self regulation can be undermined by
failures to go beyond the limits of overwhelming temptations, resource depletion and negative
moods. In contrast to Sha and et.al. (2011), on the basis of this article it was suggested by the
author that successful self regulation is dependent on top down control of the prefrontal cortex
and over the subcortical regions in the body that are involved in balancing emotions.
REFERENCES SUMMARY CRITIQUES
Sha, L. & et.al. (2011).
Recognizing and measuring
self-regulated learning in a
mobile learning environment.
ScienceDirect. 28(2). Pp. 718-
728.
1. The author has
collected data from two
elementary science
classes in Singapore
that indicates that
analytical model of self
regulation learning for
mobile learning helps
in illuminating and
 Heathereton, T. F. &
Wagner, D. D. (2011).
Cognitive
Neuroscience of Self-
Regulation Failure.
HHS Author
Manuscripts. 15(3). Pp
132–139.
According to author the main
8

understanding the
importance of
relationship between
three important aspects
of mobile learning
which includes: self
reports of students on
the psychological
process, various
patterns of online
learning behaviour and
their effect on mobile
learning environment
of the students and
final aspect is learning
achievements.
reason for failure of self
regulation is prevalence of
many social and mental related
problems in the individuals. It
was also found that self
regulation can be undermined
by failures to go beyond the
limits of overwhelming
temptations, resource depletion
and negative moods.
 Heathereton, T. F.
(2011). Neuroscience
of Self and Self-
Regulation. HHS
Author Manuscripts.
62. Pp 363-390.
This article review the recent
available neuroscience
research on the psychological
components and tends to
support the capacity of humans
for self regulation process.
REFERENCES
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the
Medical Library Association. 103(3). Pp. 152–153.
9

Liu, C. J., & Chiang, W. W. (2014). Theory, method and practice of neuroscientific findings in
science education. International Journal of Science and Mathematics Education. 12(3). Pp
629–646.
Sha, L. & et.al. (2011). Recognizing and measuring self-regulated learning in a mobile learning
environment. ScienceDirect. 28(2). Pp. 718-728.
10