Neuroscience and Developments Much research has proven that neuroscience studies and the way one develops is truly two of the most important components of education. If one walked around campus, for instance, and asked many people what they believe the reason for education is and most would have to say that it is to get a higher education or go into the work place. The real purpose of early education is for children to learn about themselves, others, and both feelings, find about ones needs and values, and about different types of development that could be fundamental for the real world after schooling (LeCapitaine, 2001). Children spend most of their lives inside of a school building with educators who should be concerned with helping these
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Emotional, social, and physical development are truly evident needs that need to be met in the house and in the school environment. Many people are only concerned with teaching children academics when they come into the school building, but it should be more of a commitment by the teachers to help students prosper outside of their classroom. LeCapitaine (2001) states it correctly, “Of what good is it, to graduate the mind, but to lose the person”? As mentioned earlier, the children that have the lesions on their frontal lobe have normal academic excellences, but they are not socially and emotionally developed. Even though these damages can most likely not be undone, this is a great example of a child who is academically developed, but this does not necessarily help them when they are out of the school setting. Many settings can affect children in the school setting as well as developmental stages that are important for every day scenarios. Since educators are not certified psychologists, sooner or later the school counselors will come into the classroom instead of being in their offices; this will allow one on one confrontation with the children and counselor that can help these children with their developmental needs (LeCapitaine, 2001). This can help the students who are having stresses either at home or school that are blocking their
Emotional, social, and physical development are truly evident needs that need to be met in the house and in the school environment. Many people are only concerned with teaching children academics when they come into the school building, but it should be more of a commitment by the teachers to help students prosper outside of their classroom. LeCapitaine (2001) states it correctly, “Of what good is it, to graduate the mind, but to lose the person”? As mentioned earlier, the children that have the lesions on their frontal lobe have normal academic excellences, but they are not socially and emotionally developed. Even though these damages can most likely not be undone, this is a great example of a child who is academically developed, but this does not necessarily help them when they are out of the school setting. Many settings can affect children in the school setting as well as developmental stages that are important for every day scenarios. Since educators are not certified psychologists, sooner or later the school counselors will come into the classroom instead of being in their offices; this will allow one on one confrontation with the children and counselor that can help these children with their developmental needs (LeCapitaine, 2001). This can help the students who are having stresses either at home or school that are blocking their