Matokeo – Form Six | Necta 2025 – Kidato cha Sita | Results
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One “myth” which the review considers is the idea that there are critical periods for brain development, and therefore that there may be particular significance for learning development of the first three years of life or of forms of “hot housing” of young children. Neuroscience identifies certain types of learning that are developed strongly in sensitive periods when the brain is particularly ready to respond to stimuli in the environment. The result of responding to environmental stimuli is enormous growth of axons (the “tails” of brain neurons that send electrical impulses to other neurons), dendrites (neurons’ receptors of impulses from other neurons), and synapses (the connections between axons and dendrites). It appears that the types of learning most susceptible to these “sensitive” periods are those which occur naturally as part of our evolutionary development. They are those in which the brain expects visual, auditory and tactile stimuli that are constantly present in the environment and adapts itself to them. In early childhood there are sensitive periods relating to sensory and motor development and skills we are conditioned to develop by evolution, such as spoken language. Any normally stimulating human environment enables children to develop these abilities.
Education is concerned with initiation into knowledge, modes of thought, social mores and skills which are inherently valuable or useful for future employment. Logic, order, cognitive development, “knowing that something is the case” are important. (Most of those holding this “initiation” view would also accept that motivation and active involvement on the learner’s part are also important). These ideas have been part of our educational thinking for some time. They were eloquently advocated by thinkers such as R S Peters and P H Phenix in the 1960’s (Peters, 1966, Phenix, 1964). Curriculum planning based on the idea of a “core” for all pupils reflects this view – it remains influential in Scottish education, since both the 5-14 and the 14-16 curricula are still, at least for the present, largely based on it.