Right to read: what we can learn from neurosciences to augment childhood and literacy policies1
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidade de São Paulo
2023
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| _version_ | 1876427490876981248 |
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| author | Francisco Mello Castro |
| author_facet | Francisco Mello Castro |
| contents | Right to read: what we can learn from neurosciences to augment childhood and literacy policies1 Francisco Mello Castro Amanda Séllos Rodrigues Flávia Lage Pessoa da Costa Educación Literacy Adversity Toxic stress Cognitive development Cumulative disadvantages Early adverse experiences are associated with a diverse range of health and learning issues, and scientific evidence suggests that they might have a long-term impact on the developing brain. Poor socioeconomic conditions also appear to reinforce stress-inducing experiences related to adversity and are connected to a disadvantageous literacy environment. There are indications that these factors play a role in early cognitive gaps in essential literacy skills that might place children in a cumulative disadvantage path in literacy and consequent academic trajectory. This literature review analyzes the effects of early adverse experiences, such as poverty, violence, abuse, neglect, and hunger, on the development of key brain areas and cognitive skills related to reading to propose policies that, following neuroscientific knowledge, can contribute to minimizing the impacts caused by such stressors on the academic trajectory of vulnerable students. Historically in Brazil, the impacts of stressors are vaguely considered in the formulation of education public policies. Understanding how such negative experiences influence neurodevelopment and seeking actions to combat them can be the key to providing healthy cognitive development and guaranteeing children’s right to reading. 2023 artículo científico 1517-9702 https://www.redalyc.org/articulo.oa?id=29874394030 https://www.redalyc.org/journal/298/29874394030/ https://www.redalyc.org/journal/298/29874394030/html/ https://www.redalyc.org/journal/298/29874394030/29874394030.epub https://www.redalyc.org/journal/298/29874394030/movil 10.1590/S1678-4634202349249518eng en http://www.redalyc.org/revista.oa?id=298 Educação e Pesquisa application/pdf Universidade de São Paulo Educação e Pesquisa (Brasil) Vol.49 |
| format | Artículo científico |
| id | redalyc_29874394030 |
| institution | Redalyc |
| language | en |
| publishDate | 2023 |
| publisher | Universidade de São Paulo |
| spellingShingle | Right to read: what we can learn from neurosciences to augment childhood and literacy policies1 Francisco Mello Castro Educación Literacy Adversity Toxic stress Cognitive development Cumulative disadvantages Right to read: what we can learn from neurosciences to augment childhood and literacy policies1 Francisco Mello Castro Amanda Séllos Rodrigues Flávia Lage Pessoa da Costa Educación Literacy Adversity Toxic stress Cognitive development Cumulative disadvantages Early adverse experiences are associated with a diverse range of health and learning issues, and scientific evidence suggests that they might have a long-term impact on the developing brain. Poor socioeconomic conditions also appear to reinforce stress-inducing experiences related to adversity and are connected to a disadvantageous literacy environment. There are indications that these factors play a role in early cognitive gaps in essential literacy skills that might place children in a cumulative disadvantage path in literacy and consequent academic trajectory. This literature review analyzes the effects of early adverse experiences, such as poverty, violence, abuse, neglect, and hunger, on the development of key brain areas and cognitive skills related to reading to propose policies that, following neuroscientific knowledge, can contribute to minimizing the impacts caused by such stressors on the academic trajectory of vulnerable students. Historically in Brazil, the impacts of stressors are vaguely considered in the formulation of education public policies. Understanding how such negative experiences influence neurodevelopment and seeking actions to combat them can be the key to providing healthy cognitive development and guaranteeing children’s right to reading. 2023 artículo científico 1517-9702 https://www.redalyc.org/articulo.oa?id=29874394030 https://www.redalyc.org/journal/298/29874394030/ https://www.redalyc.org/journal/298/29874394030/html/ https://www.redalyc.org/journal/298/29874394030/29874394030.epub https://www.redalyc.org/journal/298/29874394030/movil 10.1590/S1678-4634202349249518eng en http://www.redalyc.org/revista.oa?id=298 Educação e Pesquisa application/pdf Universidade de São Paulo Educação e Pesquisa (Brasil) Vol.49 |
| title | Right to read: what we can learn from neurosciences to augment childhood and literacy policies1 |
| topic | Educación Literacy Adversity Toxic stress Cognitive development Cumulative disadvantages |
| url | https://www.redalyc.org/articulo.oa?id=29874394030 https://www.redalyc.org/journal/298/29874394030/ https://www.redalyc.org/journal/298/29874394030/html/ https://www.redalyc.org/journal/298/29874394030/29874394030.epub https://www.redalyc.org/journal/298/29874394030/movil |