Lamaiti – Mitihani ya Darasa la Sita | Midterm – March 2026 | Download Solved Exams
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speculatively, there are suggestions that there may be a sensitive period of development of reasoning and problem-solving in teenage years. The SCRE review argues that there are detrimental effects on brain development of deprived environments (where normal stimuli are limited) but that there is no case made by neuroscience for attempting to provide “enriched environments” for very young children in order to increase the number of synaptic connections made in the brain. There is no evidence linking synaptic densities in early life with improved learning later. However, it is notable that an earlier review of brain research and learning by Frank McNeil for the London Institute of Education School Improvement Network (McNeil 1999) argued for the positive effects of some “enrichment” programmes.
This paper also highlights the relationship of emotions to successful learning, including the need for stress-free learning conditions and the contributions made to brain activity by interactions with music and other arts and by exercise and appropriate nutrition, as well as by use of language and numbers. The SCRE review also debunks a common myth about brain laterality, that the two halves of the brain work in fundamentally different ways, the left brain managing logicality, verbal reasoning and problem-solving and the right intuition, creativity, and images rather than words.
This suggests that we need to treat with care claims made by some popular educational “gurus” about the impact of brain studies on education. However, it probably does reinforce ideas about the complexity of learning and about the value of multi-sensory approaches to it.
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