T4_Assignment_Brain.docx Brain Function Grand Canyon University The brain has an imp

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T4_Assignment_Brain.docx Brain Function Grand Canyon University The brain has an important job in the formation of language and math skills. This essay will explain which parts of the brain are ... accessed to perform these tasks and how this knowledge can be applied in the classroom. From infancy, the brain can respond to sounds and at birth respond to the sound of their mother™s voice, not words. Then, small parts of sound called phonemes that are repeated activate neurons in the baby™s brain so by one year of age, the baby can remember these phonemes (Sousa, 2017). After one year of age, the brain attaches meaning to words and acquires about ten words per day. By age three and through exposure of language, grammar is refined and most language function moves to the left hemisphere of the brain where the Broca and Wernicke™s area are located. This is where most language processing occurs (Sousa, 2017). By the time students arrive to school a great deal of language has developed. Teachers can continue this development by providing language rich classrooms that allows students opportunities to speak with one another, read, and sing. In fact, singing combines both areas of the brain since words are more left hemisphere and music is in the right hemisphere (Menihan, 2015). Teachers can also notice any language development delays and seek the appropriate help for the student. Numerical cognition is an innate skill that is present at birth and enhanced through schooling (Gottschalk, 2016). Through s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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