Raising the Whole-Brain Child


The whole-brain child is a revolutionary approach to child rearing that is based on brain science and the concept of neuroplasticity. People with basic knowledge in brain science know that different parts of our brain are specialized in different tasks. For example, our right hemisphere of the brain is responsible for emotional experiences and decoding nonverbal cues, whereas our left side of the brain is logical, linear, and linguistic. In addition, we have a top sophisticated brain helping us with complicated mental processes such as thinking, planning, and executive functioning; and a bottom primitive brain that is in charge of automatic responses such as breathing, survival instincts, and strong emotions such as fear and anger. What’s important to note is that, while our emotional brain is almost innate and fully functioning at birth, our logical and sophisticated brain is not fully developed until mid-twenties. As a result, it is very easy for our emotional brain to take over during our early years and make the child prone to tantrums and aggression and make parenting difficult. The whole-brain child is a child-rearing approach that focuses on strategies that parents and educators can utilize to help integrate the brain so that it can work in balanced and coordinated ways as a whole instead of distinct parts. Neuroplasticity is the concept that the brain can be wired and rewired by our experience. The whole-brain child approach leads to more compassionate, effective parenting and healthier, happier children.


Whole Brain, Early Childhood Education


Early Childhood Learning


Focused Discussion


  • Houbin Fang
    • Associate Professor, Math Education, Columbus State University, United States GA, United States
    • Dr. Houbin Fang is an associate professor of Mathematics Education at the Department of Mathematics, Columbus State Unviersty, Columbus Ga. Dr. Fang has more than ten years teaching experiences in K12 and higher education combined. He has four years' teaching experience as a middle school math teacher in two international schools in China. In the united states, Dr. Fang has taught mathematics courses to pre-service Early Childhood teachers. In addition, he has been leading teachers' STEM training programs funded by the Educational Department of MS and GA respectively, for five years. Dr. Fang has published four papers during the past four years and give about 50 presentations at several national and international confereces. Dr. Fang's interest in the education of pre-school aged children stemmed from his teaching mathematics courses to ECE majors. He noticed that emotional and psycological factors, instead of intellectual capacities, limited pre-service teachers' mathematics abilities. When Dr. Fang discoverd taht this phenomenon can be generalized to virtually all aspects in life, he deeply realized the improtance of cultivating healthy emotional development in young children.