Neuropedagogy in Early Childhood in Hungary: Foundations and Micro-investigation

László Varga; Tünde Szécsi

doi:10.17165/TP.2018.3.8

Authors

László Varga Benedek Elek Faculty of Pedagogy, University of Sopron, Hungary
Tünde Szécsi College of Education, Florida Gulf Coast University, Fort Myers, FL

DOI:

https://doi.org/10.17165/TP.2018.3.8

Keywords:

brain development, constructivism, kindergarten, neuropedagogy, pedagogical approaches

Abstract

Neuropedagogy is an emerging field of study in Hungary. This article provides an overview on the professional directions and works in which The International Research Team and Laboratory of Neuropedagogy (NeuPedLab) at the Sopron University, Benedek Elek Faculty of Pedagogy, in Sopron, Hungary is engaged. First, the article reports on the theoretical approaches of neuropedagogy in Hungarian early childhood education. In the context of international research, the article also reports on the findings of a pilot study on Hungarian early childhood teachers’ understanding and willingness to use information about brain development in their everyday practice. The article concludes with highlights about the importance of infusing knowledge about the brain and pedagogy to maximize young children’s development.

Author Biographies

László Varga, Benedek Elek Faculty of Pedagogy, University of Sopron, Hungary

Habil. PhD, Associate Professor, Dean
varga.laszlo@uni-sopron.hu
Tünde Szécsi, College of Education, Florida Gulf Coast University, Fort Myers, FL

Ph.D., Professor of Early Childhood Education
tszecsi@fgcu.edu

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