Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education
By M. Immordino‐Yang, Linda Darling-Hammond, Christina R. Krone. Educational Psychology, 2019
215 citations recorded by the source corpus.
New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional functioning, cognition, motivation, and learning. Brain development is also impacted by health-related and physical developmental factors, such as sleep, toxin exposure, and puberty, which in turn influence social-emotional functioning and cognition. An appreciation of the dynamic interdependencies of social-emotional experience, health-related factors, brain development and learning underscores the importance of a “whole child” approach to education reform and leads to important insights for research on social-emotional learning. To facilitate these interdisciplinary conversations, here we conceptualize within a developmental framework current evidence on the fundamental and ubiquitous biological constraints and affordances undergirding social-emotional learning–related constructs and learning more broadly. Learning indeed depends on how nature is nurtured.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/5144a705195ac0986b7f9b6c2d4132382e76e4a9
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In Clinical Psychology
In Developmental and Educational Psychology
In Education
Citations in the corpus
- Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “Notably, recent innovations in neuroscience demonstrate that brain development fundamentally also requires social and emotional experiences — experiences that are active and safe and that are embedded in rich and meaningful relational environments (see Immordino-Yang et al., 2019/this issue).”