Yolanda U. Trapp
The positive environment can be enriched and influenced by educators (psicologist F. Goodmin , Kotulak 1996). He says that the better the quality of the learning environment is, the better the brain will react to certain influences. But the first work is to eliminate the negative environment like embarrassment, finger pointing, unrealistic deadlines, humiliation, sarcasm, a lack of resources, or other threats that are not effective in the process of learning. On the contrary once threats are gone, we can certainly think that adding positives, the brain reacts amazingly in a process that permits to grow new connections when we enrich the environment. According to Marian Diamond, a neuroatonomist "the enriched environment produces thicker cortex in the brain" and this that the brain cells communicate better and increases neural stimulation.
We are learning more about how the young brain grows and the different stages of cognitive and skill development. A newborn's brain makes connections at an incredible pace as the child absorbs its environment. The richer the environment, the greater the number of interconnections that are made, and learning takes place faster and with greater meaning. As the child grows the brain selectively strengthens and prunes connections based on experience. Although this process continues throughout our lives, it seems to be most pronounced between the ages of two and eleven,9 as different areas emerge and taper off.
These so-called "windows of opportunity" represent critical periods when the brain demands certain types of input to create or consolidate neural networks, especially for acquiring language, emotional control, and learning to play music. Certainly, one can learn new information and skills at any age, but learning is easier during critical periods. What the child learned during that window period will strongly influence what is learned after the "window closes".
This research reminds us that the early years are important in helping children establish meaningful associations between learning, and to make emotional and sense of their world. By understanding the different times and areas of brain growth, teachers of the primary and intermediate grades can decide how best to approach the content and skills in their curriculum, and provide an enriched, brain friendly classroom environment.
