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International Handbook of Early Childhood Education pp 335–361Cite as

Neuroscience and Early Childhood Education

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Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Research in neurobiology and cognitive psychology has travelled a great distance in its journey to shed light on child development. The remarkable tools of brain imaging; powerful methods for measuring cognition, emotion and learning; and discoveries for genetics have opened vast opportunities for this emerging field. Governments around the world are investing enormous sums of money in understanding differences, disorders and diseases of the brain, and there is huge potential for science to inform us about child development. What enables a child to acquire the skills to read, write and calculate? Why do some children struggle to engage in learning opportunities and require additional support to adapt their behaviour to the social learning environment of the classroom? This chapter provides evidence from neuroscience and cognitive psychology related to how early experience lays a foundation for the range of student behaviours and capabilities educators witness each day in class. Research theory relevant to teaching practice is discussed in respect of the development of particular functions and processes required for early childhood, including literacy and number acquisition, regulating and sustaining attention and managing emotions and behaviour. Early years practitioners are challenged to consider the design of learning environments that optimise effective learning and encourage healthy development.

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Authors and Affiliations

  1. University of Cambridge, Cambridge, UK

    Lysandra Sinclaire-Harding

  2. Birkbeck, University of London, London, UK

    Lysandra Sinclaire-Harding

  3. Department of Psychology, University of Cambridge, Cambridge, UK

    Laura Vuillier

  4. Centre for Research on Play in Education, Development and Learning (PEDL), University of Cambridge, Cambridge, UK

    David Whitebread

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  1. Lysandra Sinclaire-Harding
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  2. Laura Vuillier
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  3. David Whitebread
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Correspondence to Lysandra Sinclaire-Harding .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Melbourne, Victoria, Australia

    Marilyn Fleer

  2. Department of Theory & Research in Education, VU Amsterdam, Amsterdam, The Netherlands

    Bert van Oers

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Sinclaire-Harding, L., Vuillier, L., Whitebread, D. (2018). Neuroscience and Early Childhood Education. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_14

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