![]() ![]() It is important to recognize that although children of all races and ethnicities experience poverty and other adverse childhood experiences (ACEs), Black and Latino/a children, as well as children in refugee and immigrant families, children in some Asian-American families, and children in Native American families, have been found to be more likely to experience ACEs than White non-Latino/a and other Asian-American populations of children, 19 reflecting a history of systemic inequities. No group is monolithic, and data specific to communities provides a deeper understanding of children’s experiences and outcomes. 17 Living in persistent poverty can also generate chronic stress that negatively affects the development of brain areas associated with cognitive and self-regulatory functions. In infancy, for example, a persistent lack of responsive care results in the infant experiencing chronic stress that may negatively impact brain development and may delay or impair the development of essential systems and abilities, including thinking, learning, and memory, as well as the immune system and the ability to cope with stress. This has particular implications for children who experience adversity. The interplay of biology and environment, present at birth, continues through the preschool years and primary grades (kindergarten through grade 3). ![]() 16 They also help educators and others “tune in” to the infant and better respond to the infant’s wants and needs. These “serve and return” interactions shape the brain’s architecture. 15 When adults are sensitive and respond to an infant’s babble, cry, or gesture, they directly support the development of neural connections that lay the foundation for children’s communication and social skills, including self-regulation. 14 The processes of forming new neural connections and pruning the neural connections that are not used continue throughout a person’s lifespan but are most consequential in the first three years. Neural connections in the brain-which are the basis for all thought, communication, and learning-are established most rapidly in early childhood. The findings provide robust evidence supporting the importance of high-quality early learning experiences for young children for promoting children’s lifelong success. 13 Because these principles are interrelated, this linear list does not fully represent their overall complexity.ĭevelopment and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.Īdvances in neuroscience over the last two decades have provided new insights regarding the processes of early brain development and their long-term implications for development and learning. These principles reflect an extensive research base that is only partially referenced here. Version 2 of this textbook is collaboratively authored and edited by Mark Gotham, Kyle Gullings, Chelsey Hamm, Bryn Hughes, Brian Jarvis, Megan Lavengood, and John Peterson.NAEYC’s guidelines and recommendations for developmentally appropriate practice are based on the following nine principles and their implications for early childhood education professional practice. Some chapters, especially in the Fundamentals section, also collect additional assignments that can be found on other websites. Almost every chapter offers at least one worksheet on that topic. OMT2 introduces a full workbook to accompany the text. The text of the book is augmented with several different media: video lessons, audio, interactive notated scores with playback, and small quizzes are embedded directly into each chapter for easy access. And perhaps most importantly, the book is completely free and always will be. And within those traditional sections of harmony and atonal theory, the authors have deliberately chosen composers who represent diverse genders and races. For us, this means broadening our topics beyond the standard harmony and atonal theory topics to include fundamentals, musical form, jazz, pop, and orchestration. As an open and natively-online resource, OMT2 is substantially different from other commercially-published music theory textbooks, though it still provides the same content that teachers expect from a music theory text. Open Music Theory Version 2 (OMT2) is an open educational resource intended to serve as the primary text and workbook for undergraduate music theory curricula.
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