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Neuroscience of Connection: How Supportive Relationships Grow Our Brains (Birth Through College Years)

Neuroscience of Connection: How Supportive Relationships Grow Our Brains (Birth Through College Years)

Olga R. Dietlin, Kathryn Maslowe, Linda Hahn
Copyright: © 2019 |Pages: 19
ISBN13: 9781522557487|ISBN10: 1522557482|ISBN13 Softcover: 9781522587668|EISBN13: 9781522557494
DOI: 10.4018/978-1-5225-5748-7.ch001
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MLA

Dietlin, Olga R., et al. "Neuroscience of Connection: How Supportive Relationships Grow Our Brains (Birth Through College Years)." Creating Caring and Supportive Educational Environments for Meaningful Learning, edited by Kisha Daniels and Katrina Billingsley, IGI Global, 2019, pp. 1-19. https://doi.org/10.4018/978-1-5225-5748-7.ch001

APA

Dietlin, O. R., Maslowe, K., & Hahn, L. (2019). Neuroscience of Connection: How Supportive Relationships Grow Our Brains (Birth Through College Years). In K. Daniels & K. Billingsley (Eds.), Creating Caring and Supportive Educational Environments for Meaningful Learning (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-5225-5748-7.ch001

Chicago

Dietlin, Olga R., Kathryn Maslowe, and Linda Hahn. "Neuroscience of Connection: How Supportive Relationships Grow Our Brains (Birth Through College Years)." In Creating Caring and Supportive Educational Environments for Meaningful Learning, edited by Kisha Daniels and Katrina Billingsley, 1-19. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5748-7.ch001

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Abstract

Students of all ages develop best in the context of caring relationships, and this chapter discusses why it is true from the neurobiological perspective. The chapter covers the historical highlights of collaborative work in neuroscience and education; the neurobiology of human development in the context of nurturing or problematic relationships from infancy through early adulthood; latest research that shows how supportive and secure relationships stimulate brain development and promote emotional regulation that enhances learning; neurobiology of childhood trauma, and pedagogical and counseling implications; and wider applications of the presented findings in fostering student support in schools and on college campuses.

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