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The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help Them Self-Regulate

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Early Childhood and Neuroscience - Links to Development and Learning

Part of the book series: Educating the Young Child ((EDYC,volume 7))

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Abstract

The 1990s was a time of burgeoning research on the brain because technological advances allowed scientists to watch brain development and see how a brain functions in vivo as a child learns or performs a task. Knowledge about the brain is growing, and this information is changing how we nurture and educate young children. Neuroscience is influencing the development of childhood products, curricula, and pedagogy, and because of this the care and education of young children is changing and with this change, developing ethical questions.

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Author information

Authors and Affiliations

  1. Department of Leadership and Innovation, Arizona State University, Glendale, AZ, USA

    Debby Zambo Ph.D.

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  1. Debby Zambo Ph.D.
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Correspondence to Debby Zambo Ph.D. .

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Editors and Affiliations

  1. , School of Education, Heidelberg University, E. Market Street 310, Tiffin, 44883, Ohio, USA

    Leslie Haley Wasserman

  2. , Dept. of Leadership and Innovation, Arizona State University, West Thunderbird Road 4701, Glendale, 85306, Arizona, USA

    Debby Zambo

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Zambo, D. (2013). The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help Them Self-Regulate. In: Wasserman, L., Zambo, D. (eds) Early Childhood and Neuroscience - Links to Development and Learning. Educating the Young Child, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6671-6_2

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