Neuroscience in early childhood education: a content analysis of Australian qualifications

Abstract

Over the last two decades, there has been increased interest in neuroscience-informed approaches in early childhood, particularly regarding their potential benefits for early childhood education. However, little is known about the neuroscience-related content early childhood educators and teachers receive in their initial training. This study sought to address this gap by examining early childhood pre-service education qualifications in Australia for neuroscience-related content. Findings revealed an absence of neuroscience-related content within vocational early childhood education programs, and only 20% of university-based initial early childhood teacher education programs contained one or more units with some neuroscience-related content. The limited neuroscience-related content in early childhood education qualifications could have implications for educators’ understanding of young children’s brain development, and their interactions and practices with children within their early childhood education and care programs.