Ece

This assignment helps you connect brain science to real teaching decisions, which is central to developmentally appropriate principles and practices in early childhood education. By understanding the neurological foundations of children’s behavior, you will be better equipped to make informed, responsive teaching decisions that support young children’s emotional and cognitive development. Instructions Write 1-2 pages, double-spaced, 12-point font (Times New Roman or Arial). Organize your response into clear paragraphs that address each part of the prompt below. Use specific terminology related to brain development and explain concepts in your own words to demonstrate understanding. Prompt Imagine you are teaching a group of young children (ages 3-5). During playtime, a child becomes very upset when another child takes a toy. The child starts crying loudly and throws toys on the floor. The child cannot calm down. Answer these three questions: Why do young children have trouble controlling their emotions? Explain what is happening in their brain Talk about which parts of the brain are still growing Why can’t they just “calm down” when we ask them to? What would you do to help this child? Pick ONE thing you would do or say Be specific (example: “I would sit next to the child and take deep breaths”) Explain why this would help Why is your choice a good teaching practice? How does it help the child learn? How does it match what we know about how young children develop? Example to Help You What happened: 4-year-old Maya is playing with dolls. Another child takes one of her dolls. Maya starts screaming and crying. She cannot stop, even when the teacher tries to talk to her. Brain explanation: Maya’s emotional part of the brain (limbic system) is working, but the thinking part of her brain (prefrontal cortex) is not fully developed yet. She feels BIG emotions but doesn’t have the brain development to control them. It’s like having a strong engine but weak brakes. What I would do: I would sit quietly next to Maya and say, “You’re really upset. Let’s breathe together.” I would take slow, deep breaths and wait with her until she calms down. Why this is good practice: This helps because I’m staying calm and helping Maya’s brain calm down too (this is called co-regulation). I’m not punishing her for something her brain can’t do yet. Over time, this teaches her how to calm down on her own.