Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning

Abstract

Background: Knowledge of early brain development is increasingly important in early childhood education, but no studies have focussed solely on the neuroscience knowledge and attitudes of early childhood educators. Methods: 524 Australian early childhood educators completed a survey measuring their neuroscience knowledge, attitudes, and self-efficacy, sources of knowledge, and perspectives on training needs. Results: Although educators held relevant understandings, there was widespread belief in ‘neuromyths’. Participants held strong positive attitudes toward neuroscience regardless of their socio-demographic background. Participants who held a Bachelor degree or higher, and those in a leadership position, had higher neuro-literacy and self-efficacy. Less than a quarter reported receiving adequate neuroscience content in their pre-service training. Conclusion: While there is a policy mandate and positive attitudes toward using neuroscience in early childhood education, the sector is currently hampered by limited pre-service training content, and inadequate in-service professional learning. Further transdisciplinary work is required to address these gaps.