Module B: Human Development Brain and Language Development Education Foundations, , 8822

Overview Brain development: neuroscience and education The brain’s physical structure Brain development Brain development and environment Neuroscience and education Limitations of neuroscience

Language development Language as a social and psychological tool Language development in adolescence Language development and environment Implications for teachers

Brain Development: Neuroscience and Education The brain’s physical structures

The neuron receives messages through its dendrites and passes messages along its axons and across the synapse to other cells (Krause, et al., 2010)

Brain development Generation of new cells Synaptogenesis myelination

Brain development and environment ‘Pruning’ of synaptic networks Language and thinking Mother-infant interaction

Applications of neuroscience in education Working memory

Applications of neuroscience in education, cont’d Emotion and thinking -- Cases of Ted and Andrea ( Further reading: ‘We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education’ i/ /j X x/full i/ /j X x/full

Applications of neuroscience in education, cont’d Connections in thinking: multiple representations, perspectives and prior knowledge

Applications of neuroscience in education, cont’d Attention and mental visualisation

Limitations of neuroscience Study of human potentials vs. Study of developmental status quo

Language Development -- Reflection What role does language play in students’ learning and development? In your academic discipline, how important do you consider language in your teaching and students’ learning?

Language: a social and psychological tool Social interaction Acquisition of academic skills and concepts ¼ x 2/3 = ? Language in PE? Development of consciousness and self- regulation

Language development in adolescence 5 language systems: Phonology; Semantics; Morphology; Syntax; and Pragmatics

Language development in adolescence Development in adolescence: Vocabulary and abstract thinking -- What does ‘plant’ mean? Syntax Pragmatics Metalinguistic awareness -- Characteristics of language as entities in and of themselves

Language development and environment Joint attention Language input

Implications for teachers Student-teacher and peer interaction Conceptual talks Student-directed interaction