Constructions of Neuroscience in Early Childhood Education

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Constructions of Neuroscience in Early Childhood Education by Michel Vandenbroeck, Jan De Vos, Wim Fias, Liselott Mariett Olsson, Helen Penn, Dave Wastell, Sue White, Taylor and Francis
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Author: Michel Vandenbroeck, Jan De Vos, Wim Fias, Liselott Mariett Olsson, Helen Penn, Dave Wastell, Sue White ISBN: 9781315445106
Publisher: Taylor and Francis Publication: July 14, 2017
Imprint: Routledge Language: English
Author: Michel Vandenbroeck, Jan De Vos, Wim Fias, Liselott Mariett Olsson, Helen Penn, Dave Wastell, Sue White
ISBN: 9781315445106
Publisher: Taylor and Francis
Publication: July 14, 2017
Imprint: Routledge
Language: English

This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience. It examines constructions of children, parents and the welfare state in relation to neurosciences and its vocabulary of brain architecture, critical periods and toxic stress.

The authors provide insight into the historical roots of the relationship between early childhood education policy and practice and sciences. The book argues that the neurophilia in the early childhood education field is not a coincidence, but relates to larger societal changes that value economic arguments over ethical, social and eminently pedagogical concerns. It affects the image of the child, the parent and the very meaning of education in general.

Constructions of Neuroscience in Early Childhood Education discusses what neuroscience has to offer, what its limitations are, and how to gain a more nuanced view on its benefits and challenges. The debates in this book will support early childhood researchers, students and practitioners in the field to make their own judgements about new evolutions in the scientific discourse.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience. It examines constructions of children, parents and the welfare state in relation to neurosciences and its vocabulary of brain architecture, critical periods and toxic stress.

The authors provide insight into the historical roots of the relationship between early childhood education policy and practice and sciences. The book argues that the neurophilia in the early childhood education field is not a coincidence, but relates to larger societal changes that value economic arguments over ethical, social and eminently pedagogical concerns. It affects the image of the child, the parent and the very meaning of education in general.

Constructions of Neuroscience in Early Childhood Education discusses what neuroscience has to offer, what its limitations are, and how to gain a more nuanced view on its benefits and challenges. The debates in this book will support early childhood researchers, students and practitioners in the field to make their own judgements about new evolutions in the scientific discourse.

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