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Early brain development
The foetal brain and spine starts off (at 3 to 4 weeks old) as a simple and long
extended neural tube, the front then swells out into sections called the forebrain,
midbrain, hindbrain (differentiation). The back of the neural tube forms the spine.

The forebrain, midbrain, hindbrain and spine develop throughout pregnancy, being
almost fully developed at six months, and at birth it is very similar to the mature
brain, with as neurones as an adult.

Cerebrum: is the largest brain structure, located at the top of the brain. The
cerebrum is divided into two cerebral hemispheres, one on the left and on the
right. It’s outer surface is called the cerebral cortex.

Cortex: surface layer of the brain referred to as grey matter (containing mostly
cell bodies), 2-4 mm thick and folded for extra surface area. The cerebral cortex
is where much of the brains processing takes place.

Midbrain (Thalamus): in the centre of the brain, acting as a hub for information.
Such as sending sensory information to the correct areas of the cortex.
Medulla oblongata (Brain stem): connects the brain to the rest of the nervous
system and provides basic automatic functions (things you don’t have to think about
doing) for example, breathing with your lungs and heartbeats.
Cerebellum (little brain): is a smaller brain structure at the base of the brain.
It’s function is to control motor movements (muscle activity).

Nature: Is the idea that development, such as the development of the brain and
associated functions, is influenced by genetic factors.
Research demonstrates that genetically similar people such as twins share similar
cognitive characteristics such as IQ level. This supports the idea that genes
influence the development of the brain.
Nurture: Is the idea that development, such as the development of the brain and its
associated functions, is influenced by environmental factors.
Research demonstrates that there can be problems with brain development if the
mother uses drugs and alcohol during pregnancy, this supports the idea that
environmental factors in the womb influence the development of the brain.
The Interactionalist approach suggests it is both nature and nurture factors, and
they both have complex influences on the development of the human brain.


The effects of learning on development - Dweck’s Mindset Theory.
Dweck’s Mindset Theory: its a theory about motivation, it aims to explain how
students can be successful in their learning. Students are described as having one
of the two types of mindset, fixed and growth.
Fixed mindset: These students think that their ability (talent) is set at birth
(i.e.genetic) and cannot be changed. When they face a difficult task they assume
they are not capable of overcoming the challenge and give up.
Growth mindset: These students think that their ability (talent) can develop due to
learning and improves with work/practice. When they face a difficult task they
think that they can be successful if they work hard enough and keep trying.
⁃ It is good when children are asked to used learning styles that are not
preferred as when they are given visual or verbal tasks in the future (e.g. in
work) they are better able to complete them.
⁃ However the focus should not be on how a student learns information but
that they actually retain the information.
⁃ Some criticise Willingham's theory as encouraging learning that is less
creative, such as traditional "rote" learning and rejecting more modern styles of
learning.
• From about age 5 to 10 years, a child believes rules cannot be changed. Their
ideas of morality come from others around them, such as parents and teachers. At
this age, they tend to focus on an action's consequences. For example, breaking the
rules leads to punishment, so they obey the rules. This stage is 'heteronomous'
(directed by others).
• From about 10 years old, a child knows that the intentions of the action are
important. An action with bad consequences can be a good action if the intention
was good. A child understands that it can be right to change rules to benefit
others and if everyone agrees. Morals are seen as agreed between people and the
child knows that following rules is about more than the consequences of not
following them. This stage is 'autonomous'
(the individual decides).