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.

chapter 1|19 pages

Introduction: Constructions of truth in early childhood education

A history of the present abuse of neurosciences
ByMichel Vandenbroeck

chapter 2|17 pages

The neuroturn in education

Between the Scylla of psychologization and the Charybdis of digitalization?
ByJan De Vos

chapter 3|17 pages

Using your brain

Child development, parenting and politics of evidence
BySue White, Dave Wastell

chapter 4|14 pages

Anything to divert attention from poverty

ByHelen Penn

chapter 5|14 pages

The complexity of translating neuroscience to education

The case of number processing
ByWim Fias

chapter |11 pages


ByMichel Vandenbroeck, Liselott Mariett Olsson