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Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6 years Later.
- Source :
-
Early Childhood Education Journal . Aug2008, Vol. 36 Issue 1, p87-92. 6p. - Publication Year :
- 2008
-
Abstract
- Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10823301
- Volume :
- 36
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Early Childhood Education Journal
- Publication Type :
- Academic Journal
- Accession number :
- 33515815
- Full Text :
- https://doi.org/10.1007/s10643-008-0244-5