Educational Neuroscience and Early Childhood Education

This paper attempts to explore the neuroscientific approach in education, its positive and negative 
impacts on children, the associated ethical and moral concerns, and its application in early childhood 
learning. Numerous scholars are of the viewpoint that the educational techniques applied in education 
are linked to recent advancements made in the field of neuroscience, like application of brain-based 
education in early childhood learning. They suggest that methods of instruction, compatible with the 
brain tend to follow constructivist approaches and involve open-ended, process-based, discovery and 
learner-centred activities. “Brain compatible” teaching is believed to be accomplished by catering to 
different learning styles of students and also to multiple intelligences. Sensory experiences in the form 
of different kinds of play and video games prove to be effective in enhancing cognitive and emotional 
abilities and also in seeking attention. Creation of a congenial environment, adoption of 
developmentally appropriate practices taking care of the ethical and moral concerns are crucial 
elements in Early Childhood Education. An amalgamated approach looking into aspects of child 
development, cognitive and behavioural science needs to be adapted along with the neuroscientific 
approach, in order to promote positive learning outcomes and all around development of the learners.