Topic 3: BRAIN DEVELOPMENT

What are the key goals of Topic 3?

Understand brain development from early childhood → adolescence; know why it matters for teachers; identify neuromyths + why they’re wrong; learn key glossary terms.

Why is brain development important for educators?

Drives overall development; brain responds to environment + experiences; supports physical skills + thinking; links to milestones (thinking + coordination).

What influences brain development?

Biological development; environmental stimulation.

What is brain plasticity?

Brain can change + form new connections.

How does brain plasticity happen?

Through learning; through experience.

When is brain plasticity strongest?

In childhood; but continues through life.

What are neurons?

Brain cells.

What do dendrites do?

Receive signals.

What do axons do?

Send signals.

What are synapses?

Connection points between neurons.

What are neurotransmitters?

Chemical messengers.

What does the cerebral cortex control?

Thinking; learning; memory.

What is lateralisation?

Brain has two hemispheres (left + right).

What’s important to remember about lateralisation?

Each side has specialised functions; BUT the brain is connected.

Is everything controlled by one side of the brain?

No — both sides work together.

How does brain development start?

Rapid from birth.

What happens to synapses during development?

They grow quickly, then get pruned (removed).

Why is environment important for brain development?

Critical for development.

What does stimulation do for brain development?

Strengthens development.

What does neglect do for brain development?

Weakens development.

What is synaptic pruning?

Brain removes unused connections.

Why is synaptic pruning important?

Makes brain more efficient.

What are executive functions?

Mental skills for planning, organising, attention, problem-solving, self-control.

Why is the prefrontal cortex important?

Supports executive function.

What does the prefrontal cortex affect?

School success; relationships; daily life.

What happens during middle childhood to adolescence?

Brain keeps developing; stronger connections + thinking skills.

What develops faster than control during adolescence?

Emotional system.

What does the fast development of the emotional system lead to?

Risk-taking; impulsive behaviour.

What are neuromyths?

False beliefs about brain + learning.

Where do neuromyths come from?

Oversimplified info; media.

List common neuromyths.

Learning styles (visual/auditory etc.); left brain vs right brain; we only use 10% of our brain.

Why are neuromyths harmful?

Lead to bad teaching strategies; misunderstand how students learn; limit student potential.

What can neuromyths cause in teaching?

Ineffective teaching methods; wasted time + resources; mislabeling student abilities.

How do beliefs affect teachers?

Teachers may choose wrong strategies; base lessons on incorrect ideas.

Can teachers know facts and still believe myths?

Yes.

What helps reduce neuromyths?

Better education; accurate teaching.

Where do neuromyths originate?

General knowledge; academic sources; teachers; media/internet.

Why do people believe myths?

Hear different answers; get confused; believe incorrect info.

What does 'I don’t know' show?

Lack of proper education in brain science.

What’s the main takeaway?

Neuromyths are hard to change; need consistent, accurate teaching.