Early school experiences tend to shape attitudes about learning for life. The Wisconsin Council on Children and Families suggests that preschool children need to feel the sense of accomplishment that comes from trying new things and figuring things out on their own. Successes should be clearly celebrated, but failure is also a necessary part of learning. In the preschool classroom, kids should feel safe to make mistakes without embarrassment or punishment. If a child learns to shy away from challenging learning experiences, the brain will lose its chance to reach its full potential.
As the human brain develops through childhood, there are windows of opportunity to develop certain skills. According to Joshua Gowin, a neuroscientist at the University of Texas, if development does not occur at that time, the child’s potential for learning may be reduced. At preschool age, children are rapidly gaining basic language and conceptual ability, as well as fine motor skills. Classroom activities should provide opportunities to exercise these skills, but educational psychologist Jane Healey warns against pushing children beyond their appropriate developmental level, since this is likely to be counterproductive for young students.
At any age, the brain is able to learn due to neuroplasticity, the forming of new connections between neurons. In comparison to an adult brain, a child’s brain does not yet have many solidly established connections. A report prepared by North Dakota State University suggests using repetition to help solidify connections between the various parts of the brain that must work together to execute complex tasks. Preschool teachers should revisit similar tasks until mastery is achieved. Classroom time should be clearly organized into predictable segments, such as story time, numbers time and nap time. In addition to creating brain connections, routines help children remain emotionally stable, which is critical for brain development.
Although routine is important for early learning, children also need to experience variety within those established patterns. Children are naturally curious and eager to learn about the world, which can provide opportunities for early learning. Early brain development specialist Deborah McNelis suggests developing preschoolers’ focus and observational abilities by allowing them to interact with the natural world through outdoor nature walks. She believe that this develops children's critical thinking and observational skills, which lays the groundwork for later academic success.