Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators.

Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby

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Peer reviewed

ERIC Number: EJ679685

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1082-3301

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Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators.

Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby

Early Childhood Education Journal, v31 n1 p11-21 Fall 2003

Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's Conditions of Learning. (JPB)

Descriptors: Brain, Class Activities, Cognitive Development, Constructivism (Learning), Curriculum Development, Developmentally Appropriate Practices, Early Childhood Education, Educational Theories, Learning Processes, Learning Theories

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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