Recent neuroscience research shows that learning depends on the development of multi-sensory networks of neurons distributed across the entire brain. For example, a concept in science may depend on neurons being simultaneously active in visual, spatial, memory, deductive and kinaesthetic regions, in both brain hemispheres. Ideas such as left-brain/right-brain learning, or unisensory ‘learning styles’ (visual, auditory or kinaesthetic) are not supported by the brain science of learning.
Knowledge gained through active experience, language, pretend play and teaching are all important for the development of children’s causal explanatory systems.
Language is crucial for development but there is huge individual variation in language skills from an early age. Typically young children learn new words at an exponential rate, acquiring 10+ words daily. The median vocabulary is 55 words at 16 months, 225 words at 23 months and over 6000 words by age six, but the developmental range stretches from a vocabulary of 0 words to over 500 words at age two. Children who enter school with impoverished language skills require
immediate support.
Incremental experience is crucial for learning and knowledge construction. The brain learns from every experienced event, but because cognitive representations are distributed across networks of neurons, cumulative learning is crucial. There is stronger representation of what is common across learning experiences, and there are multiple representations of experience (e.g. motor and visual representations). This supports the value of multi-sensory approaches to teaching.
http://www.primaryreview.org.uk/Downloads/Int_Reps/4.Children_development-learning/Primary_Review_2-1a_briefing_Cognitive_development_learning_071214.pdf
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Learning is cumulative. We have observed that children joining our Gifted Babies Program 5 times a week outperform children joining the program once a week in confidence, social skill, language and problem solving skill.
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