Michel Vandenbroeck, Jan De Vos, Wim Fias, Liselott Mariett Olsson, Helen Penn, Dave Wastell, Sue White

Constructions of Neuroscience in Early Childhood Education (eBook, PDF)

• Format: PDF

Produktbeschreibung

What can early childhood scholars learn from neurosciences and its influence on children, education, policy and practice? 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.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 108
• Erscheinungstermin: 14. Juli 2017
• Englisch
• ISBN-13: 9781315445113
• Artikelnr.: 48787157

Autorenporträt

Michel Vandenbroeck is head of the Department of Social Work and Social Pedagogy at Ghent University.

Inhaltsangabe

Preface 1. Introduction: Constructions of Truth in Early Childhood
Education: A History of the Present Abuse of Neurosciences 2. The Neuroturn
in Education: Between the Scylla of Psychologisation and the Charybdis of
Digitalization? 3. Using your Brain: Child Development, Parenting and
Politics of Evidence 4. Anything to Divert Attention from Poverty 5. The
Complexity of Translating Neuroscience to Education: The Case of Number
Processing Discussion

---

Preface 1. Introduction: Constructions of Truth in Early Childhood Education: A History of the Present Abuse of Neurosciences 2. The Neuroturn in Education: Between the Scylla of Psychologisation and the Charybdis of Digitalization? 3. Using your Brain: Child Development, Parenting and Politics of Evidence 4. Anything to Divert Attention from Poverty 5. The Complexity of Translating Neuroscience to Education: The Case of Number Processing Discussion

Rezensionen

'This book provides a welcome addition to the critical literature on the uses and misuses of neuroscience in policy and practice, focused in particular on the current 'neuroethusiasm' that pervades much advocacy for early intervention and contributes to early childhood services increasingly becoming a technical practice for governing child and parent alike. In keeping with the aims of the series Contesting Early Childhood, the book will help readers question the claims of what has become a dominant discourse, and to gain a better understanding of what neuroscience can and can't offer early childhood education.' - Emeritus Professor Peter Moss, Institute of Education, University College London

'This book makes myth busting its business by seriously considering the common sense status of much knowledge about neuroscience and early childhood education. Practitioners, policy makers, and politicians should know about the ways in which facets of neuroscience have been misrepresented, reduced and simplified to produce simplistic conclusions that amount ultimately to deficit and blame, and technocratic arguments for alleged economic benefits. It provokes neuro-enthusiasts to interrogate neuroscience 'truths' and the evidence to support these by thinking beyond the economic bottom line and reflect about meanings of education, visions of society, social justice, and equity.' - Sue Grieshaber, Monash University, Australia