Early Childhood Education about Creativity
Darling-Hammond et al. (2020) is the best article to use in this discussion. It is a well-planned article with adequate information concerning academic affairs, especially human mental development and learning. According to Darling-Hammond et al. (2020), as the knowledge in human development and education has advanced rapidly, the opportunity to initiate more educational practices is also increasing. However, utilizing such advantages would require integrating insights across several fields, from biological and neurosciences to sociology, psychology, development, and learning sciences, and linking them to the knowledge of successful approaches that emerge in the education sector.
In the article, the authors seek to contribute to the process by coming with the school’s implications and reliable classroom practices of an emerging accord concerning the science of development and learning (Darling-Hammond et al., 2020). Based on the articulations by the authors, the key insights from the science of learning and development shows that brains and the development of intelligence and the human capabilities are malleable, where the growth of minds is a process that depends on experiences, which activate the neural pathways, which allow for new ways of thinking and performance. Therefore, as a function of knowledge, human capabilities and brains develop within the overall developmental continuum and across the development spectrum involving cognitive, physical, and affective elements in interactive ways. According to the authors, emotions and social contests shape the neural connections, which generate human attention, memory, and concentration to knowledge transfer the general application (Darling-Hammond et al. 2020). Therefore, the unfolding of how the human development process occurs over time can contribute much to creating more supportive designs for educational environments.
The idea driven by authors can be applied by teachers in a school setting to create a conducive learning environment, where teachers will be concerned about the learners’ mental development to sufficiently accommodate new knowledge. Here, teachers’ significant implication would be that this dynamic and integrated developmental system is optimally upheld, primarily when all educational environment elements support the dimensions of the learners’ development (Darling-Hammond et al. 2020). Therefore, schools should link with families and the community to create a conducive environment for the learners to enjoy. Generally, the development of strong, respectful, integrated learning robust come as a result of the general knowledge of the learners’
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Reference
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for the educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.