The Affective Phenomena of Childhood Trauma: Can Experiential Learning, Social Emotional Learning Enhance Healthy Brain Development?

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Author(s): Claire Steele (Oregon State University, USA)and Theresa Neimann (Oregon State University, USA)
Copyright: 2020
Pages: 19
Source title: Challenges and Opportunities in Global Approaches to Education
Source Author(s)/Editor(s): Theresa D. Neimann (Oregon State University, USA)and Uta M. Stelson (Wayne State University Law School, USA)
DOI: 10.4018/978-1-5225-9775-9.ch011

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Childhood trauma and stress affects learning. John Dewey's theories of progressive, experiential education data suggest that experiential education positively correlates not only to comprehension, but also to attitudes towards learning as a whole, and towards student self-esteem and ultimately brain health. However, experiential learning is affected by brain development and childhood stress. Experiential learning, particularly project-based curricula, have demonstrated positive outcomes in students from grades K-12. When assessments are adjusted to reflect content actually covered by a given project, students who learned through the project-based method performed significantly better than students in the comparison group, suggesting that experiential education enhances brain development and brain health in the areas of social emotional learning and improves comprehension and retention of material.

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The Affective Phenomena of Childhood Trauma: Can Experiential Learning, Social Emotional Learning Enhance Healthy Brain Development?

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