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—Blythe Hinitz, The College of New Jersey,
Ewing Township, N.J.

Enhancing Brain Development
in Infants and Young Children:
Strategies for Caregivers andEducators
Doris Bergen, Lena Lee, Cynthia DiCarlo,
and Gail Bernett
New York: Teachers College Press, 2020.
Contents, foreword, introduction, references, index, about the authors. 132 pp.
$27.95 paper.
ISBN: 978807764442
The authors of this accessible book connect the dynamic process of brain growthwith specific activities for children from
infancy through the primary-age years. Inaddition, there are suggestions for adults
to modify offerings to adjust to special
learning needs. It is noteworthy that theauthors also include music and movement
activities.
Seven chapters follow an introductory
chapter. Each chapter includes vignettes ofchildren with related sample activities. For
example, adults could provide preverbal
children with picture cards to help communicate a choice or, as needed, provide
adaptive spoons. In addition, the authors
suggest a daily schedule. Each chaptercloses with “Questions for Discussion” and“Suggestions for further Reading/Listening.” The first chapter, “The Brain Building Process,” describes the physical processof brain development from the prenatal
period through kindergarten and primaryyears. To help build neuronal connections,
there are recommendations for exercises
and good nutritional care. The authors
continuously focus on providing a varietyof present-time, direct experiences in a
playful environment.
The second chapter, “Fostering Brain
Development in the Infant Curriculum,”
begins with helpful advice for parents
and caretakers that includes mimickinginfants’ expressions and sounds as well
as describing their activities. The authorsemphasize the importance of smiling,vocalizing, talking, and eye contact. They
advocate for “human to human” contact
instead of extended use of automatic
movement devices. Sample music andmovement activities provide practice inrhythmic pattern building and “crossingthe midline.”
Chapter 3, “Fostering Brain Development in the Toddler Curriculum,”
focuses on toddlers’ particularly rapid
brain growth. The authors spell out thepower of play and the “as-if ” significanceof pretense in children’s ongoing symbolic
development. The authors emphasize thepower of choices to support youngsters’
sense of competence. Examples of modified activities include a chalk line insteadof a balance beam, or modified game rules.
The fourth chapter, “Fostering Brain
Development in the Preschool Curriculum,” includes the suggestion that sample curricular activities can be adapted
for either younger or older children. A
framework of specific, engaging activities
provides a continuum from oral language,
three-dimensional objects, and visual representations into print. Children at this ageBook Reviews

are rapidly developing their capacity toelaborate their pretend play and negotiate
their social development. These experiences help youngsters develop their theoryof mind—understanding that others havethoughts and feelings. At the same time,
their spatial development grows as they
explore and build with three-dimensional
materials. Spatial development is so central to develop the imagery that supports
mathematics, physical science, construction and engineering, and geographic
learning. Physical adaptations during
music and movement activities could
help some children participate by tappinga table or the floor. Thicker drawing andwriting instruments help other children
represent their ideas and structures.
Chapter 5, “Fostering Brain Development in the Kindergarten/Primary Curriculum,” includes the greatest number of
specific curricular activities—a reflectionof the expanding capacities of this age
group. During the early elementary time,
there is a wide range of brain maturation,
and adults need to adapt to wider, different
abilities. At about age seven, the density ofbrain connections is at its highest, before
refinements take place. Concrete materials and engaging experiences underscorethe development of logical thinking. A
general principle is to sequence experiences by starting with a real activity before
providing a book. Then, there could beopportunities to represent the activity
with drawing-construction-print. As early
writing and reading develop, the authors
caution readers not to “just focus onchildren’s paper-and-pencil or computer
responses to prepared materials” (p. 80).
In short, there is a need for balance to help
children build both their creativity and self-confidence. Children can gain confidence
and competence when they have choices,including the reasonable use of technology.
The sixth chapter, “Adapting Brain
Development with Technology-Augmented Materials,” also includes vignettesof children and sample curricular activities that adults might modify for other age
levels and specific abilities. For example,
there are computer programs that provide
instant feedback to help individuals focus.
Adaptive technology-augmented devices
can support communication, safety, andenhanced equipment for individuals. As
many children move through the primary
grades, they become able to create artworkwith captions, record their findings, andwrite stories with computers. The authors
provide a checklist for sensible use ofcomputer programs. They also cautionthat technological choices should supplement, not replace, physical interaction,
face-to-face human interaction, andopportunities for children to practiceself-regulation and emotional control.
Infants and toddlers, in particular, needto maximize human and physical interactions rather than screen time.
The final chapter, “Contemporaryand Future Issues Related to Children’s
Brain Development,” discusses somecontextual influences that could affectessential conditions for healthy brain
development. The authors highlight
future challenges that include the overuseof technology and passive consumptionof music and entertainment. They specifically recommend limiting cell phone use
to ensure time for self-directed physicalactivities and active play. They express
concern for children’s resilience in uncertain times and emphasize the importance

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healthy human attachments, and positive
educational experiences.
The authors provide a clearly accessible description of the parts of the brain andits functions. Sample materials and activities embody the sense of adults enjoying
and appreciating their interactions withyoung children. It is important to consider how play becomes integrated withwholesome brain development. In fact,
the dynamics of play mirror the dynamic
nature of brain development. Young children explore physical and human interactions through contrasting patterns ofconnections, and their brains function
with synaptic connections across neurons. A dynamic view of early curriculum
is an active, play-based curriculum. Movements and contrasts support perception
and connections between objects, events,and self and others. Meanings emerge
through such contrasting patterns andconnections. At a time when families andeducators have concerns about academicachievements, it is particularly relevant tonurture children’s brains with their active,imaginative, and playful pastimes.
This readable, slim book is a usefulsupplementary text for early childhoodclasses as well as a helpful resource forcaregivers and teachers. Parents of young
children could appreciate the many activity ideas, adaptations, and children’s literature references. The book is devoid ofeither cuteness or lock-step approaches.
It is a balanced accounting of the specificconnections between accessible details
about the brain, the brain’s development,
and active, engaging experiences for young
children. It provides a refreshingly authentic respect for the unique competencies of

infants, toddlers, preschoolers, and kindergarten and primary age children.
—Doris Pronin Fromberg, Hofstra University, Hempstead, NY

What the Children Told Us:
The Untold Story of the Famous“Doll Test” and the Black
Psychologists Who Changed
the World
Tim Spofford
Naperville IL: Sourcebooks, 2022.
Foreword, acknowledgments, appendix,
notes, select bibliography, about
the authors, index. 368 pp. $14.89.
hardcover. ISBN: 9781728248073
The book cover features a widely recognized photo taken by the renowned photographer, Gordon Parks, that is associatedwith the doll choice studies. Along withthe title, What the Children Told Us, thishelps author Tim Spofford lure the reader
and mounts their expectations to hearfrom the children who participated in
Kenneth and Mamie Clark’s iconic doll
choice studies. Who were they? What dothey remember? Do they regret their doll
preference? How did it impact their lives?
For those who snuggle in their chair witha book in hand, disappointment will soon
follow the prologue, but, hopefully, not for
the totality of the book.
In the field of social sciences andcommunications, generally speaking, Kenneth and Mamie Clark have been wedded
to the doll choice paradigm; in What theChildren Told Us, Spofford weds them toeach other. He offers a biographical sketch