Abstract
In this chapter we trace the rise of neuroscientific discourse in early childhood education, policy and practice. Central to our discussion is a consideration of: how neuroscientific language is taken up and influences dominant discourses on childhood, including national and international policy; how it is then, as a result, appropriated into more everyday ways of thinking, acting and practice; and finally how it may become the dominant theoretical framework for understanding concepts such as early childhood education, replacing other discourses in due course.
| Original language | English |
|---|---|
| Title of host publication | The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care |
| Publisher | Taylor and Francis |
| Pages | 200-208 |
| Number of pages | 9 |
| ISBN (Electronic) | 9781317392798 |
| ISBN (Print) | 9781138022812 |
| DOIs | |
| Publication status | Published - 1 Jan 2015 |