#SELECT ALL CHILD THOUGHTS THEBRAIN HOW TO#

Some of this variability works because of the different life experiences of children and some works because of differences in brain maturity. Experienced teachers vary skills and activities for different students within a grade.

Don't adopt a one-size-fits-all approach.

If a child does not improve his/her progress, it is important to gather more information and then refer the child for further evaluation if indicated.

Don't assume that delays a child is showing today will get better over time.

Be aware that the development of cognitive and other skills is often uneven.

Don't assume that a child has a disability just because his/her learning is delayed.

It is possible for a child to be accelerated in reading or verbal skills in kindergarten but show average ability by third or fourth grade. Also, precocious ability does not necessarily last. Some skills may develop earlier than other skills. For example, a child may read early but be physically clumsy.īrain development also does not occur in a straight line. A child may show advanced development in one area and be delayed in another.

Be aware that brain systems do not all develop at the same time or at the same rate.

Be aware of this possibility when discussing a child's progress with his/her parents. Although premature children over the age of 4 are often indistinguishable from children who were not premature, there may be prematurely born children who continue to show delays. Children who are born more than 8 weeks early may not catch up to their peers until they are 3 or 4 years old.

Be aware that children who are born prematurely may not be at the same developmental level as others of their chronological age.

Although you do not determine which children are in your class, you should be sensitive to the variety of developmental levels presented in your classroom. The age for entrance into a particular grade is not necessarily linked to brain maturity for all children.

Our educational system is set up for the convenience of teaching large numbers of children in a grade-level classroom. Understand that normal development varies widely within the same age and the same grade.These differences have implications for behaviors that students display in your classroom. Be aware of developmental differences among your students.The recommendations below are supported by evidence.

Others may be cognitively advanced but show emotional immaturity.įor all of these reasons, it is important to understand how our brains mature as well as the differences that may be present at each stage of 'normal' development.

#SELECT ALL CHILD THOUGHTS THEBRAIN HOW TO#

Another child may be advanced physically but not know how to manage his/her social skills.

A young child with highly advanced verbal skills may develop gross and fine motor control more slowly and have trouble learning to write clearly. You should also know that all brain functions do not mature at the same rate. Inappropriate behaviors - such as avoidance, challenging authority and aggression towards other students - can be explained by a failure to match instruction to the brain maturity of your students. Instruction that is above or below the maturity level of a child's brain is not only inappropriate it can also lead to behavior problems in your classroom. As a teacher, all children need to be challenged and nurtured in order to profit from your instruction.

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