Neuroscientific evidence

Increasing evidence is emerging about how, neurologically, children learn.

The Faculty of Education at Cambridge University hosts a Centre for Neuroscience in Education: http://www.educ.cam.ac.uk/centres/neuroscience/

Both McNeil, Claxton and the OECD offer overviews, at different points on time, of developments in this area.

Graham Allen provides an excellent overview of the implications experiences have a the development of the brain in:

For a consideration of the implications this new knowledge has for policy and practice see:

Harvard University’s Center on the Developing Child reports and working papers provide a wealth of information on the development of the brain and children’s lives. These can be accessed at: http://developingchild.harvard.edu/resources/reports_and_working_papers/

Sylwester investigates the significance of brain function and how the brain works and learns, and both Geake and Sousa offers insights into the implications of neuroscience research for classroom practice.

Debate about the notion of intelligence and ability continues with general recognition of the dangers of stereotyping and inappropriate generalisation. It is also widely acknowledged that there are many kinds of `abilities’ and that these can be influenced and enhanced by quality learning experiences. On `intelligence’, Richardson provides a useful introduction: