National Association for the Education of Young Children. (2009). NAEYC Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
Kercood, S., Lineweaver, T. T., Frank, C. C., & Fromm, E. D. (2017). Cognitive flexibility and its relationship to academic achievement and career choice of college students with and without attention deficit hyperactivity disorder. Journal of Postsecondary Education and Disability, 30(4), 329-344.
Matthews, J. S. (2018). When am I ever going to use this in the real world? Cognitive flexibility and urban adolescents' negotiation of the value of mathematics. Journal of Educational Psychology, 110(5), 726–746.
Recess and physical education are ways for learners to exercise, which is essential for increasing oxygen flow to the brain and brain cell growth.
It is important that educators are considerate of the multitude of learners' Communication preferences and needs, to enable all students to contribute in a way that allows them to feel supported and have their ideas.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
North Carolina Physics Education Group. (2011). SCALE-UP: Student-centered active learning environment with upside-down pedagogies. Retrieved from http://scaleup.ncsu.edu/
Kyttala, M., & Lehto, J. E. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education, 23(1), 77-94.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Recess and physical education are ways for learners to exercise, which is essential for increasing oxygen flow to the brain and brain cell growth.
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