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Implications of Brain ResearchPart 1

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■Brain Research, Infant Learning, and Child Care Curriculum

by J. Ronald Lally — May/June 1998

■The Thinking Brain by Pam Schiller — May/June 1998

■Early Experiences Shape Social Development by Bettye Caldwell — May/June 1998

■Facing the Challenge of Motor Development by Phyllis S. Weikert — May/June 1998

■Language Development: A Key to Lifelong Learning by Clarissa Willis — May/June 1998

■Brain Care: Supporting Healthy Emotional Development

by Linda Gilkerson — May/June 1998

■Learning Through Music: The Support of Brain Research

by Elizabeth B. Carlton — May/June 2000

Exchange, 17725 NE 65th Street, B-275, Redmond, WA 98052(800) 221-2864 • www.ChildCareExchange.com

Reprinted with permission from Exchange magazine. Visit us at www.ChildCareExchange.com or call (800) 221-2864.Multiple use copy agreement available for educators by request.

Additional resources for brain research.

Complete listing of Exchange Essentials topics.

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Brain Research,Infant Learning,and Child Care

Curriculum

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Neural Networks

The ThinkingBrain

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Brain Functions

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Brain Research Bibliography

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Environmental Influences on Cognitive Functions

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Methodological Advances

Early Experiences ShapeSocial Development

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Implications for Social Development

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References

Behavior Signifies Brain Development

Implications for Timing

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Facing the Challenge ofMotor Development

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Enhance Motor Development

• Adding Purposeful Movement

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Language Development:A Key to Lifelong Learning

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Three Key Findings

Communication Begins

Factors Affecting Communication

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Language Development Increases Rapidly

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Special thanks for helping to shapethis Beginnings Workshop:

Barbara Bowman, Bettye Caldwell, Lynette Ciervo,Linda Gilkerson, Thelma Harms, Ronald Lally,

Nina Sazer O’Donnell, Pam Schiller,Phyllis Weikart, and Clarissa Willis

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The World of Emotions

Go Systems and Stop Systems

Brain-to-Brain Communication

Brain Care:Supporting Healthy

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Toning the Stress System

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Suggestions for Practice

Learn More About It

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Music develops listening skills.

Elizabeth (Libby) Carlton is anassistant professor emeritus of music at Catawba Collegeand an organist at the FirstBaptist Church in Salisbury,North Carolina. She is also the music consultant atHigh/Scope EducationalResearch Foundation in Ypsilanti, Michigan.

LearningThrough Music:The Support ofBrain Research

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Music invites intuitive responses.

Music strengthensaural discrimination.

Music helps children (and adults!)remember.

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Music helps children sing tunefully.

Music helps children speak clearly and pay attention.

Music makes transitions in the classroomgo smoothly.

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Music helps children cooperate, think, and problem-solve.

Musical instruments provide beginningexperiences in pitch, timbre, and texture.

Music is FUN! — and fundamental forall young children.

References

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• Building an Effective Team • Caring for Infants and Toddlers • Child Assessment • Children with Challenging Behavior • Communicating Effectively with Parents • Dealing with Difficult People • Implications of Brain Research — Part 1 • Implications of Brain Research — Part 2 • Inspiring Practices• Language Development

• Leadership Challenges• Leading People• Motivating Staff• Nutrition and Childhood Obesity• Observing Children — Part 1• Observing Children — Part 2• Perspectives on Change• Training Teachers: Strategies• Training Teachers: Techniques