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Neighborhoods kids grow up in can affect their brain development
Growing up in a disadvantaged neighborhood is related to children’s brain structure and neurocognitive performance, according to a study published May 3, 2021 in the journal JAMA Pediatrics. It is associated with the brain’s cortical structure and volume as well as how children pay attention, their executive function, reading, flexible thinking, and other tasks that support learning.
These differences could potentially contribute to other inequities during adolescence as well as later in life for these children, though there is no evidence that such neighborhood-related differences are fixed or immutable. Children’s brains exhibit plasticity, meaning that they can change and grow in response to learning and experience. The study’s findings shine a spotlight on the larger population trend and do not serve as a predictor of any individual child’s outcome.
О чем должны помнить родители, чтобы помочь ребенку пережить пубертатный период
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On April 28, a scientific and practical seminar was held at the Center for Cognitive Development of Children of the Institute of Pedagogy and Psychology of PetrSU.
The republican scientific and practical seminar “Cognitive development of preschool children: modern accents and perspectives” became the first scientific and methodological event of the center.
More than 170 people took part in the seminar: teachers of educational institutions of Petrozavodsk (kindergarten No. 7, 8, 11, 38, 62, 63, 74, 79, 93, 108, 110, 113, school No. 35), districts of Karelia (Kaleval’skiy, Kemskiy, Kondopozhskiy, Loukhskiy, Prionezhskiy, Suoyarvskiy), methodologist of the Museum of Organic Culture, Ph.D. N.V. Linnik (Kolomna), methodologist of the Center for the Development of Education Yu.S. Kharma, students of the Institute of Pedagogy and Psychology, the Institute of Foreign Languages, teachers of the Department of Pedagogy and Psychology of Childhood.
Produced by ‘The Ezra Klein Show’
Here’s a sobering thought: The older we get, the harder it is for us to learn, to question, to reimagine. This isn’t just habit hardening into dogma. It’s encoded into the way our brains change as we age. And it’s worsened by an intellectual and economic culture that prizes efficiency and dismisses play.
Alison Gopnik is a professor of psychology and philosophy at the University of California, Berkeley, where she runs the Cognitive Development and Learning Lab; she’s also the author of over 100 papers and half a dozen books, including “The Gardener and the Carpenter” and “The Philosophical Baby.” What I love about her work is she takes the minds of children seriously. The child’s mind is tuned to learn. They are, she writes, the R. & D. departments of the human race. But a mind tuned to learn works differently from a mind trying to exploit what it already knows.
Transcript: Ezra Klein Interviews Alison Gopnik
The April 16 episode of “The Ezra Klein Show.”
April 16, 2021, 9:05 a.m. ET
Every Tuesday and Friday, Ezra Klein invites you into a conversation about something that matters, like today’s episode with Alison Gopnik. Listen wherever you get your podcasts.
Transcripts of our episodes are made available as soon as possible. They are not fully edited for grammar or spelling.
A Conversation About Human Minds, for Human MindsThe psychologist Alison Gopnik and Ezra Klein discuss what children can teach adults about learning, consciousness and play.
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A Conversation About Human Minds, for Human Minds
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