The cerebellum is the area of the brain that governs movement through the kinaesthetic co-ordination of muscle movements covering notable stages during the early years; which can be seen as a developmental marathon of physical mastery, The development of the cerebrum is related to the neocortex ‘the thinking brain’ (Khalsa,1997: 102,110) and this appears to involve hemispheric specialization, dominance and integration.
The asymmetry of our two cortical hemispheres allows us to creatively integrate theoretical knowledge with technical knowledge, sciences with the arts, and the practical with the aesthetic. Our hemispheres work together to create our perception of reality and the integration of knowledge with ideas is in virtually every aspect of cognitive behaviour that we exhibit, which involves activity in both hemispheres-they simply do it differently. (Taylor,2009:106) Balanced Left and Right integration of hemispheric activity is related to activities and skills such as chanting and singing, juggling and typing, knitting and playing a musical instrument.
It is therefore important that during the early years children are encouraged to integrate their activities with the creativity to engage in both divergent and lateral thinking thereby developing the widest potential co-ordination of different styles of thinking and brain development.
The human brain has qualities of ‘plasticity’ whereby brain development is not necessarily predetermined and can be flexible to such a wide degree that research results cannot be generalised as conclusive facts. The human brain is noted for its ability to develop specialised areas of activity. Though there is no evidence to suggest that the left and right brain hemispheres have predetermined areas of specialised function. Research into brain activity does illustrate that we develop similar areas of brain specialisation and this may be due to the structures of cultural social conformity. Where and how these specialised areas develop is still considered flexible according to each individual person’s brain development, that sensory experiences, personal attitude and intellectual potential. The uniqueness of each person is reflected not only in their environmental experience but also in perceptual differences and all areas of physical, mental and psychological development. Every individual’s conscious and subconscious motivation of the ‘will’ integrates brain activity in relation to environmental experiences, self-directed inner purpose, creativity, and desires.
The chart below lists suggested different aspects of specialisation that researchers have commonly found in the two brain hemispheres which illustrates the complexity of information in the two brain hemispheres and the infinite possibilities available to every individual.
| LEFT HEMISPHERE | RIGHT HEMISPHERE |
| Left hemisphere input abilities and skills, theoretical knowledge. Oral language and critical thinking. | Right hemisphere output gifts and empathy, practical ability, visual and lateral thinking. Movement and sensory-motor activity. |
| Control of the Right side of the body, i.e. right arm – hand, right ear, right eye, right leg- foot. | Control of the Left side of the body, i.e. left arm – hand, left ear, left eye, left leg – foot. |
| Proproception – where our body begins and ends, position of our limbs. | Spatial thinking – information about the body’s orientation and movement in space. This information is primarily related the vestibular system and associated development of balance during the first seven years. |
| Patterns, sequences, numbers, letters. | Rhythms, colours, pictures. |
| Temperature | Sight, sound, taste, smell, and feel (tactile, touch and kinaesthetic experience) |
| An inner dialogue – the brain’s chatter of words that describes, defines, categorises and communicates about everything. | Day dreaming – imaginative scenarios that distract our full focus from what we are/or should be doing. |
| Organised multitasking. Processing information quickly and efficiently. Tendency towards rigidity and stereotyping |
Relaxed and flexible. Can easily jump from one area or activity to another. Openness and enthusiasm. |
| Mathematical thinking and verbal aspects of language, comprehension and verbal memory. Symbolic systems of communication, associated with abstract thinking, sign language and braille, literacy and numeracy. |
Thinking in pictures. The ability to evaluate the more subtle and concrete aspects of communication- intonation, facial expressions, body language. |
| Reading music staff notation learning how to make specific sequences of notes on a musical instruments. | Processing and listening to music, and improvised musical performance. |
| Perceives the shorter wavelengths of light that give us detailed vision required for fine motor control and defined visual discrimination, such as that required for reading of words and numbers. Near sight. | Perceives the longer wavelengths of light which give a blended and softened visual perception. ‘This lack of edge perception enables it to focus on the bigger picture of how things relate to one another.’ (Taylor,2009:143) Long sight. |
| Tunes in to higher frequencies of sound notably those of spoken language. | Tunes into the lower frequencies of sound that are generated by the body and natural surroundings. |
| Ability to process large volumes of information without having to spend much time focusing on the small details. ‘our left hemisphere creates what I call “loops of thought patterns” that it uses to rapidly interpret large volumes of incoming stimulation….’. (Taylor,2009:32) | Visual approach to processing information. Thinking in pictures, a mind map approach, using visual thinking skills associated with practical application and non-verbal intelligences. |
| Cognitively orientated brain activity. | Holistically orientated brain activity. |
| Language comprehension and an academic and intellectual mind of knowledge. Organizing details in a linear and methodical configuration, categorisation and processing. |
Improvised creativity, carefree and imaginative, intuitive understanding and dramatic expression of heart lead feelings. ‘…my inner authentic voice’. (Taylor,2009:152) |
| Concentration and focus (commitment) to a preconceived plan or schedule. | Cognitive flexibility, welcoming change, artistic and spontaneous responses to opportunity, undisturbed by chaos. |
| The ability to do what needs to be done a commitment to responsibilities as a separate individual. | The perception of a present moment being timeless and abundant. The ability to feel at one with everything and everyone. |
| The ability to make up stories and fill in the blanks when there are gaps in the actual data. An ability to weave stories, social dramatisation and associated negative patterns of thought. The potential to become fearful or manic when false expectations appear real. | Views situations holistically. Seeing the bigger picture presented by aspects of interactive relationship. A focused commitment to harmony within social interactions. The potential to become lazy, unreliable and irresponsible in relation to mundane practical formalities. |
| Mind led. What we think. Academic research. Mind consciousness. Likes and dislikes. The egoist – self centred orientation. Emotional feelings of satisfaction, success, pride, anger and jealousy. |
Heart lead. What we feel. Our body’s instinctive consciousness. Compassion, patience and diplomacy feelings of inner confidence, trust and optimism. The humanist – de-centring abilities. |
| Safeguarding and Protection | Experimental and curious ‘with childlike curiosity, your hearts soars in peace and your mind explores new ways of swimming in a sea of euphoria.’(Taylor,2009:79) |
| Rules, regulations and fixed judgments | Gratitude and the art of meditation, an ability to experience/ perceive ‘a pervasive and enticing inner peace’ ….. ‘I perceived myself as perfect, whole, and beautiful just the way I was.’ (Taylor,2009:47&71) |
[Compiled from: Fisher, 1990: 12,14,27,31,&33; Goddard-Blythe, 2004: 66-106; Khalsa, 1997: Pages 102-109; Meadows, 2006: 333-334; Gurian, 2001:26-38;Sims N. Ed. 2000: 28-37;Taylor, 2009; Vander, 2000: 358-371.] :-
During the early years optimum right hemisphere development and learning is still strongly linked to sensory-motor activity, and language acquisition is presented by research as a right hemisphere function connected to multisensory and emotional events. (Goddard,2004:97&83-85) Also, ‘the assignment of language functions to specific brain areas is fairly flexible in the early years of life.’ (Vander et al,2001:368) The cerebrum contains both the neocortex ‘the thinking brain’ and the limbic system, ‘the feeling brain’ where ‘thoughts meet emotions’. (Khalsa,1997:110&112)
The limbic system has an independent limbic structure in each of the left and right hemispheres. This suggests that specialised brain activity in each hemisphere has its own relationship to our social-emotional feelings, thus when different areas of the brain are directing our activity certain aspects of attitude and behaviour will be simultaneously activated. Whereby, the limbic system’s responsibility for the organisation of memory and emotions influences intellectual cognition and emotional wellbeing – the foundations of socialisation, co-operation, independent thinking and personality. Taylor (2009:28) cites the work of Drs Wigan and Sperry who found that each separate hemisphere presented independent brain activity and an entirely different personality. This suggests that each hemisphere has a different relationship with our feelings. (Khalsa,1997:110) More recent research indicates that a normal brain ‘successfully integrates information perceived respectively in each hemisphere’ with the different values and memories directed by the limbic system. This creates our ability to ‘think about things differently’. (Taylor,2009:28-29,139&133) The fundamental ability to integrate the working dynamics of the two hemispheres (thinking) and associated Limbic system (feelings) creates our ‘perception of reality’.(Taylor,2009:167)(Goddard,2004:100). Complexities of our unique personality and cognitive development appear to be influenced by the experiential experiences organised respectively within either the left or right brain hemisphere and self initiated perspectives, choices and priorities directed by the limbic system.
Brain scientist, Jill Taylor, (2009) experienced extensive brain damage in her left hemisphere due to a brain haemorrhage, and found herself predominantly experiencing right hemispheric activity during her subsequent years of recovery.
‘How things look, sound, taste, smell, feel against our skin and feel psychologically inside our body’ – gives us a multisensory right hemispheric language and related memory. Taylor (2009:166) describes her experience of this as follows:-
‘Walking in the rain is a multi-dimensional experience that moves me deeply. …….Feeling the warmth of sunshine on my face and the kiss of a breeze on my cheek also connects me directly with a part of myself that feels at one with all that is.’
‘My right hemisphere is all about right here, right now, it bounces around with unbridled enthusiasm and does not have a care in the world,…..(and).is completely committed to the expression of peace and love, joy and compassion in the world.’ (Taylor,2009:133-139)
Taylor(2008:135) cites research by Drs. Newberg and D’ Aquili (2001) using SPECT (Single Photon Emission Computer Technology) which identified a decrease in left brain activity was associated with feelings of joy, intuition, contemplation and oneness with God, Nirvana, Eutopia.
However, Taylor also described a disposition, often associated with Autism, due to her right hemisphere’s heightened sense of empathy and over sensitivity which caused her stress when out at the local grocery store. She found this a ‘painful environment’ due to the intense bombardment of stimulus presented by the florescent lighting, written information and strange people rushing about. She found it was hard to shield herself from ‘negative vibrations in the environment’ (Taylor,2009:103-104) and from ‘feeling other people’s stress’. (Taylor,2009:82)(Goddard,2004:99).
In order to have a perception of choice we must have the ability to view an experience from more than one perspective. The human left –right hemispheric differences maybe a required element related to conscious organisation of choices, the integration of ideas with our reality. Similarly our left hemisphere language thinking and right hemisphere visual presentation of thoughts may also influence the human capacity for consciously organizing thinking processes, and thereby ‘increase our brains capacity to experience the world around us.’ (Taylor,2009:29) Research illustrates that right hemispheric development is predominant during the early years and the natural environment appears to offer an especially supportive learning environment for right hemispheric brain activity during this period.
Neurological perspectives of brain development present that the limbic system uses the organic arousal of feelings to determine what incoming information is passed on to the brain. Taylor (2009:19) suggests that we are therefore biologically ‘feeling creatures that think’ rather than ‘thinking creatures that feel’. This appears to support the importance of self-chosen free-play and natural surroundings, whereby, the brain’s expansive flexibility and high levels of receptivity is motivated by feelings that initiate the integration and organisation of sensory-motor perceptions and social relationships. This also supports Frobel and forest school theories that equate more closely with right hemispheric activity, which is more active before left hemispheric dominance is established (usually after the age of seven). Piaget’s description of pre-operational thinking during concrete operations (approx.2-7years) (Einarsdottir&Wagner,2006:208) and Steiner’s philosophy that young children should not be educated in formal styles of thinking before the age of seven (Meadows,2006:274) appears to suggest that early years education should organically encourage integration of both left and right hemispheric experiences and discourage premature left brain dominance. Goddard (2004:99) cites the research by Ostrosky-Solis and colleagues which presents that learning to read and write does demand inter-hemispheric specialisation and Goddard suggests that ‘premature intellectual left brain development’ may be ‘acutely harmful to young children’s development.’ This issue of concern may be especially relative to boys who are notably more visual and structural in their approaches to creative play. The natural environment accommodates that boys use the right hemisphere (associated with visual thinking) to work on abstract problems and have a need to be more outwardly adventurous and involved with constructional activities. (Gurian,2001:20-26,34-36)
Many aspects of spiritual practice integrate multisensory right brain experiences with singing and/or chanting and playing of musical instruments – these are activities which emphasise integration of left and right hemispheric brain activity.
Similarly the practice of chanting on a string of beads is also found as part of both eastern and western spiritual practice. This provides additional kinaesthetic sensory experience associated with movement and touch. In India the chanting beads are often graded in size, each one being a little bigger that the one before; this adds a further dimension of kinaesthetic differentiation while chanting.
Montessori emphasised the importance of sensory discrimination during the early years and designed didactic teaching materials that could be used while blindfolded in order to encourage skills of kinaesthetic differentiation. In India the hand movements on the beads is not visually seen because the beads are enclosed within a small cotton bag. Also the bag excludes the index finger which is not allowed to touch the beads because the index finger is associated with the ‘ego’ (left hemispheric activity).
This custom is likely to weaken the influences of left brain dominance associated with a strong association with the right index finger and thereby heighten the right brain activity associated with meditation and feelings of inner peace during the chanting process. Chanting is also thought to bring a harmony of left and right brain activity.
Learning is orchestrated by synchronised complexities between the abundantly interconnected functional regions of the brain during specific tasks. (Vander,et al.2001:370) Purity of the thought, when truth is being perceived without interference, initiates cycles of dream-thought-action. Thought appears to be a precursor to every creative activity, and talent could be seen as a product of the power of thought. ‘This difference in speed of thought, information processing, and output as thought, word or deed, between our two hemispheres, is in part linked to their unique abilities to process difference types of sensory information.’ (Taylor,2009:14,382) The ability to successfully integrate and apply information from both sides of the brain during learning activity and authentic social interaction is illustrated by the organisation of personal choice.
Research has observed that female brains have considerably more capacity to multi-task due to the larger size and greater capacity of the part of the brain (the Corpus Callosum) which co-ordinates both sides of the brain. Brain research has shown that male brain activity is more compartmentalised.
The natural outdoor environment has been seen to promote more interactive cooperation between boys and girls which may encourage a wider integration of different left and right hemispheric brain activity. E.g.‘Hand-made reed boats sailing down the stream…. Using a pictorial map to discover the way to a castle in the woods… Sharing an open fire for cooking.’ (Danks&Schofield,2005:38.)
In contrast to the research on the brain functions and brain damage related to the right and left cerebral hemispheres the British neurologist John Lorber reported some surprising results when was working on the disorder known as hydrocephalus. When Lorber was sent a graduated with a 1st Class honours degree in mathematics and an IQ of 126. This young man who had an enlarged head was leading a normal life. Yet a CAT scan revealed that he had ‘virtually no brain’ the skull was lined with a thin layer of brain cells about a millimetre thick while the rest of the space in the skull was filled with cerebral fluid. Lorber recorde his research on over six hundred cases of which 10% had a brain cavity which was 95% fluid. Of this 10%, Lorber’s results showed that half were severely retarded and the other half had IQ’s of over 100. [Cited in Super Brain by Deepak Chopra & Rudolph E. Tanzi]
Some examples of recovery from brain damage also illustrate the brains miraculous ability to regenerate brain function after severe brain damage has occurred: A man who was paralysed after a road accident was only able to blink or slightly nod his head to communicate. However, after fifteen years this man ‘underwent an astonishing recovery, to the point of regaining fluent speech and some movement in his limbs. Over the next year and a half brain imaging gave visual evidence that he was regenerating new pathways that could restore his brain function.’
Chopra and Tanzi conclude that healthy neighbouring brain cells can establish compensatory regeneration and thereby restore healthy brain function.
‘Our brains are incredibly resilient; the marvellous process of neuroplasticity gives you the capacity in your thoughts, feelings, actions, to develop in any direction you choose.’ [Cited in Super Brain by Deepak Chopra & Rudolph E. Tanzi]
The research of Neuroscientist Michael Merzenich (University of California) illustrated that the seven small monkeys used in his training program successfully developed increased brain activity.