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Wiring the brain for participation through active listening and active learning

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dc.contributor.author Vaghri, Ziba
dc.contributor.author Covell, Katherine
dc.contributor.author Clow, Holly
dc.date.accessioned 2018-12-06T20:15:37Z
dc.date.available 2018-12-06T20:15:37Z
dc.date.copyright 2018 en_US
dc.date.issued 2018
dc.identifier.citation Vaghri, Z., Covell, K. & Clow, H. (2018). Wiring the brain for participation through active listening and active learning. The Canadian Journal of Children’s Rights, 5(1), 71-85. Retrieved from: https://ojs.library.carleton.ca/index.php/cjcr/article/view/1248 en_US
dc.identifier.uri https://doi.org/10.22215/cjcr.v5i1.1248
dc.identifier.uri http://hdl.handle.net/1828/10384
dc.description.abstract Opportunities for participation are generally conceived to be provided through structures in the child’s environment. Here we make the case that a prerequisite to meaningful participation is providing children with an early environments conducive to creating the capacity to participate within the child. Early environments have a profound impact on children’s brain development and as such on their motivation and capacity to exercise their participation rights. We believe that insufficient attention has been paid to preparing children neurologically for meaningful participation in matters that affect them. After summarizing brain development in early childhood, we make the case that active listening which acts as sensory stimulation for the developing brain, and active learning, which builds confidence, self-esteem, and problem-solving skills, play key roles in promoting children’s cognitive and motivational capacity for meaningful participation. Participation is meant to promote self-determination through the capacity to make effective decisions about self and others. Active listening and active learning increase the likelihood that this aim will be achieved. en_US
dc.description.sponsorship The authors would like to acknowledge the generous funding provided by the Michael Smith Foundation for Health Research (MSFHR) and the Canadian Institute for Health Research (CIHR). We also thank Dr. Stefania Maggi for her valuable input and contributions to this work. Lastly, we acknowledge the editorial contribution of Ms. Emma Gillis to this article. en_US
dc.language.iso en en_US
dc.publisher The Canadian Journal of Children’s Rights en_US
dc.subject child rights en_US
dc.subject active listening en_US
dc.subject active learning en_US
dc.subject child participation en_US
dc.subject brain development en_US
dc.subject play en_US
dc.title Wiring the brain for participation through active listening and active learning en_US
dc.type Article en_US
dc.description.scholarlevel Faculty en_US
dc.description.reviewstatus Reviewed en_US


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