000			01916nam a2200277Ia 4500
001			41410
003			IN-BdCUP
005			20230421155117.0
008			230413s2023 000 0 eng
020			_a9781138214811
040			_beng _cIN-BdCUP
041			_aeng
082			_a370.1523 _bVAN
100			_aVandenbroeck, Michel _eEditor
245		0	_aConstructions of neuroscience in early childhood education / _cVandenbroeck, Michel et.al.
260			_aLondon : _bRoutledge, _c2017.
300			_ax, 98 p. ; _c21 cm.
520			_aThis 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.
650			_aCognitive learning
650			_aCognition in children
650			_aCognitive neuroscience
700			_aMichel Vandenbroeck
700			_aHelen Penn
700			_aVandenbroeck, Michel et.al.
942			_2ddc _cBK
999			_c30646 _d30646