Active learning in childhood and at school positively affects brain development. Adults’ brains actively use the knowledge gained in the first 12 years of life, which makes it an especially important factor in an improved educational environment at an early age. Children and adolescents who, due to their social activity, have received training experience in a good emotional and supportive environment have positive changes in the structure of the brain in middle age.
Early environment and methods of information cognition affect the brain structure of people growing up in an environment with socioeconomic problems associated with multiple social challenges. However, the human brain is plastic, and individual training seriously affects it more than innate predispositions. It is known that even at the age of 60, learning affects the brain, but not as effectively and quickly as at the age of 15 and 20 (Matthew et al., 2019). The brain retains some capacity for plasticity throughout a person’s life (Rong, 2020). Effective learning and development depend not only on an individual approach but also on applying basic knowledge about the brain. Active learning, additionally, can be supported by two main things – sleep and emotions (Woolfolk, 2017). It is essential for the teacher to create an environment with good psycho-emotional background and not overload the brain of active students, allowing them not to sit up late on homework.
A well-chosen teaching strategy at school focused on the brain will make education more qualitative, increasing literacy among people. Achievements in neuroscience and cognitive have helped me better understand the work and structure of the human brain and develop fundamentally new teaching methods. If you start applying new approaches from an early age, then a person will become more flexible in learning new things by a more mature age.
References
Matthew, T. M., Gwen, M., & Paul S. (2019). Mixed methods in educational psychology inquiry. Contemporary Educational Psychology, 57(4), 1-8.
Rong, S. (2020). The three faces of interests: An integrative review of interest research in vocational, organizational, and educational psychology. Journal of Vocational Behavior, 116(2), 1-47.
Woolfolk, A. E. (2017). Educational psychology (13th ed.). Pearson.