Table of Contents

Acknowledgements.- Preface; Layne Kalbfleisch.- Introduction; Leslie Haley Wasserman and Debby Zambo.- 1. The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children  and Help them Self-Regulate; Debby Zambo.- 2. Neuroscience: The Genesis of Our Individual Brain Strengths; Diane Connell and Jena VanStelten.- 3. Reading and the Young Brain; Nancy Frey and Douglas Fisher.- 4. Brain Development in Early Childhood: A Critical Analysis; Valeri Farmer-Dougan and Larry Alferink.- 5. Addressing the Affective Domain: What Neuroscience says about Social/Emotional Development in Early Childhood; William A. Mosier.- 6. Early Literacy Trends for Children Identified as At-Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?; Rae Ann Hirsh.- 7. Brain Differences in Children with Autism and the Subsequent Impact this has on Learning; Diane Branson.- 8. The Twice Exceptional Young Learner; Leslie Haley Wasserman.- 9. Making a Case for Early Intervention: The Role of Developmental Neuroscience; Niamh Stack.- 10. Effective Strategies to Help Teachers Learn about Brain Development; Billie Enz and Jill Stamm.- 11. Metaphors of Developmental Process for Brain-Savvy Teachers; George Hruby.- Closing Thoughts: Remaining Optimistic, Cautious and Active; Debby Zambo and Leslie Haley Wasserman.