Current Trends, Dilemmas and Future Directions in Neuropedagogy in the Field of Early Childhood

Tünde Szécsi; László Varga; Veronika Mák

doi:10.17165/TP.2018.3.6

Authors

Tünde Szécsi College of Education, Florida Gulf Coast University, Fort Myers, FL
László Varga Benedek Elk Faculty of Pedagogy, University of Sopron, Hungary
Veronika Mák Eotvos Lorand University, Budapest, Hungary

DOI:

https://doi.org/10.17165/TP.2018.3.6

Keywords:

early childhood, neuroeducation, neuromyths, neuropedagogy, neuroeducational research

Abstract

During the past 25 years, research on brain structure and function has expanded our understanding of the relationship between brain development and learning. This field of study is referred to with several terms such as neuroeducation, neuropedagogy, and Mind, Brain and Education. Although a strong interest in neuroeducation is present among researchers and teachers, often misleading recommendations from neuroscience research are made for classrooms. This article provides an overview of neuroeducational research studies in early childhood education to demonstrate how this field of study impacts teachers’ and parents’ understanding of best practices and optimal development. Also, to address the concern of the valid and reliable research in neuroeducation, we outline the principles of neuroeducational research based on Nouri (2016), and propose directions for future research.

Author Biographies

Tünde Szécsi, College of Education, Florida Gulf Coast University, Fort Myers, FL

Ph.D., Professor of Early Childhood Education
tszecsi@fgcu.edu
László Varga, Benedek Elk Faculty of Pedagogy, University of Sopron, Hungary

Habil. PhD, Associate Professor, Dean
varga.laszlo@uni-sopron.hu
Veronika Mák, Eotvos Lorand University, Budapest, Hungary

M.Sc. Cognitive Neuroscience

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