Answer to Question 1
ANSWER: For all ages, research has shown that classical music has a significant effect on the brain. Thoughtfully planned music experiences can support and nurture each of the domains of developmentsocialem otional, physical (motor), thinking (cognitive), and language and literacy. Just because children are young and might not understand the complexity of classical music does not mean that it should not be used in the classroom. Children learn and understand a great deal more than they can speak about during their first years, but we would never think of not speaking to infants and toddlers just
because they cannot speak. . . . Music deserves the same natural assimilation. For infants and toddlers, gradually introduce classical background music into the environment. As you plan your music curriculum for all the developmental stages, think about when and why you want to have music playing, and then choose it carefully.
Answer to Question 2
ANSWER: Manipulative movement skills in the physical education field are described by Pica (2004) as gross motor movements involving force imparted to or received from objects . . . or any gross motor skill in which an object is usually involved (manipulated). This is demonstrated by pulling, pushing, lifting, striking, throwing, kicking, and ball catching.
Eudicot leaf development and structure.
The hemispheres of the human brain.
Stem cells in mammalian development
Encephalization is a function of both brain size and body size.
Types of Brain Tumors
Classical-Conditioning Activity