It is the brain that is responsible for this final perception, and not the senses. Our eyes are merely a portal through which data from the environment is collected and sent to the brain for processing in the form of pulses. The brain is a highly intelligent system that can extract streams of data from anywhere and can use it to make sense of the world. This means the brain is able to take information from touch or from the ears as if it were coming from the eyes itself
Next time you get a chance, closely observe a puppy. Orio is a week-old puppy. He is busy all the time: he eats, sleeps, plays and explores everything around him. He is learning all the time primarily using nose, tongue and teeth! His brain is constantly changing with all the new learning. Slowly it is changing him for good. Cognition is one of the primary functions of the brain. Cognition is essentially a process of acquiring and understanding knowledge using senses, experience and thought.
In the initial exploration, the research set out to find answers to the following questions:
Is Brighter Minds as a ‘package of interventions’ effective? What additional changes are observed in children going through the program? Is the program efficient?
So, now that we have ample evidence of how a positive and loving environment is the key to enhance positive learning and development of a child, how do we provide this environment to our children?
We would all agree that learning has a lot to do with our brain, one important organ that not only helps us learn but is also responsible for molding our personality as a result of that learning.
In this article, the author brings together perspectives and insights about the needs of growing children in their formative years. He also throws light on emerging evidence in the field of Neurosciences, its possible implications for parents and teachers to facilitate a holistic child development and today’s research needs to bridge the gaps.
