Educators who look at learning from a developmental perspective know that the trauma and toxic stress associated with poverty can seriously interfere with a child’s brain development and inhibit learning. Children who have been overwhelmed by stress or exposure to violence, and experience lack of security frequently have difficulty controlling impulsive behavior and focusing their attention on tasks at school. While these behaviors are disruptive in classrooms – they are devastating to the children themselves.
We understand neurobiological changes that are created by childhood trauma and toxic stress – these are changes in the emotional brain circuits that enable us to respond to crises, fear and threats. Children’s brains can be hijacked by emotions and deeply fearful responses to perceived threats. This reaction gives them less access to brain areas that support memory, focused attention, organizing information, and building positive relationships. We call these executive functions – and they are essential for learning.
To read this complete article written by Christine Mason and Maud Schaafsma go to http://www.commondreams.org/vi...a-childrens-learning.
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