Numeracy is an innate ability obtained from birth. Looi et al. (2016) showed that language and mathematical skills are universal even among illiterate populations, as they are intrinsic functions of the human brain. This process entails a complex interaction of various parts of the brain, particularly the parietal and frontal lobes of both hemispheres. The left hemisphere allows the manipulation of numbers and relationships for mathematical creativity. On the other hand, the right region is responsible for visual-spatial recognition involving lines, points, shapes, space, surfaces, angles, and configuration analysis (Peters & De Smedt, 2018). Arithmetic operations utilize visual cortices to identify the written digits, parietal cortices to understand quantities, left temporal cortex to solve word problems, and the frontal lobe to solve complex problems.
Qin et al. (2014) reported that mathematicians use the same neural networks used by children to differentiate quantities to solve advanced problems. These skills increase as the brain develops as one grows and learns formal education. As a child grows, the hippocampus, the part of the brain associated with memory, develops, allowing the memorization of basic mathematical skills such as multiplication and counting. A study by Qin et al. (2014) recorded significant developmental changes in the hippocampus as children aged. As this happened, memory-based strategies replaced the use of fingers and lips to count, indicating that the hippocampus is as vital as parietal and frontal lobes in the development of mathematics skills.
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Similarly, language skills improve as one grows up, and the brain develops. The left hemisphere is primarily responsible for language and speech comprehension. The process includes an interplay between different parts of the brain, such as the frontal and temporal lobes for speaking and understanding. Broca’s and the motor cortex are responsible for turning thoughts into actual spoken words and controlling the movement of the mouth ( Josse & Tzourio-Mazoyer, 2004). Correspondingly, Wernicke’s area helps in understanding and processing written and spoken language.
Just like with mathematics, human beings are born with fundamental language skills. The ability to identify, distinguish, and comprehend words improves, as a child grows older. Nerve connections form, joining the different parts of the brain necessary for this task. Besides, new cells grow, creating more room for advanced language skills. Developmental changes occur in the hippocampus, allowing the commitment of various aspects of language to memory, as recorded by Qin et al. (2014) . Children gain better language abilities, the more they repeatedly listen, learn, and practice.
As children grow, their brains develop. Early childhood teachers should, therefore, take advantage of these stages to stimulate the development of desired skills among young students. I will use my understanding of brain development and specialization to design better lessons and teaching strategies. For young children whose working memory has still not formed fully, I will be keen to give directions one at a time. Having them repeat the instructions might be useful in helping them recall. Planning and organization abilities develop slowly and are critical in mathematics. Therefore, as an early childhood development teacher, I will focus on instilling these skills in my young students to equip them to handle mathematical problems more efficiently. This approach will involve teaching the child the basics of analyzing a problem.
References
Josse, G., & Tzourio-Mazoyer, N. (2004). Hemispheric specialization for language. Brain Research Reviews , 44 (1), 1-12. https://www.sciencedirect.com/science/article/pii/S016501730300239X
Looi, C. Y., Thompson, J., Krause, B., & Cohen, Kadosh, R. (2016). The neuroscience of mathematical cognition and learning. http://disde.minedu.gob.pe/handle/123456789/4665
Peters, L., & De Smedt, B. (2018). Arithmetic in the developing brain: A review of brain imaging studies. Developmental Cognitive Neuroscience , 30 , 265-279. https://www.sciencedirect.com/science/article/pii/S1878929316302341
Qin, S., Cho, S., Chen, T., Rosenberg-Lee, M., Geary, D. C., & Menon, V. (2014). Hippocampal-neocortical functional reorganization underlies children’s cognitive development. Nature Neuroscience , 17 (9), 1263-1269. https://www.nature.com/articles/nn.3788/
