Educational writers from the USA have generated enormous enthusiasm for the ‘new’ brain research. However, neuroscientists urge caution in applying their findings to early childhood programs. Many brain research studies are exploratory, have been conducted on animals, and currently offer few conclusive findings. Prematurely coupling brain research and early childhood may be a dangerous liaison that could lead to the erosion of social justice for some children. The idea that some 0–3-year-old children need enrichment programs embodies a set of moral commitments and ethical assumptions that need to be considered by early childhood professionals.
Get full access to this article
View all access options for this article.
References
1.
AllardM., JordanD., ZajacJ.M. & RiesC. (1994) Autoradiographic localization of receptors for neuropeptide FF, FLFQPQRFamide, in human spinal sensory systems. Brain Research, 633 (1–2), 127–132.
2.
BegleyS. (1996) Mapping the brain. Newsweek. April 20, pp. 66–70.
3.
BimonteR.R. (1998) Mysteries of the brain. Momentum, 29 (4), 16–18.
BruerJ.T. (1998b) Education and the brain: A bridge too far. Educational Researcher, 26 (8), 4–16.
6.
DawN.W. (1995) Visual Development.NY: Plenum.
7.
DiamondM. & HopsonJ. (1998) Magic Trees of the Mind: How to Nurture Your Child's Intelligence, Creativity, and Healthy Emotions from Birth Through Adolescence.NY: Dutton.
8.
DockettS. (1998) Constructing understandings through play in the early years. International Journal of Early Years Education, 6 (1), 105–116.
9.
GreenoughW.T., WithersG.S. & AndersonB.J. (1992) Experience-dependent synaptogenesis as a plausible memory mechanism. In GormezanoI. & WassermanE.A. (eds) Learning and Memory: The Behavioral and Biological Substrates.Hillsdale, NJ: Erlbaum.
10.
HubelD.H. & WieselT.N. (1963) Single-cell responses in striate cortex of kittens deprived of vision in one eye. Journal of Neurophysiology, 26, 1003–1017.
11.
KaasJ.H. & FlorenceS.L. (1996) Brain reorganization and experience. Peabody Journal of Education, 71 (4), 152–167.
12.
JonesR. (1995) Smart brains: Neuroscientists explain the mystery of what makes us human. American School Board Journal, 182 (11), 22–26.
13.
Le DouxJ. (1996) The Emotional Brain: The Mysterious Underpinnings of Emotional Life.NY: Simon & Schuster.
14.
LindseyG. (1999) Brain research and implications for early childhood education. Childhood Education, 75 (2), 97–100.
15.
OadesR.D. & MuellerB. (1997) The development of conditioned blocking and monoamine metabolism in children with attention-deficit-hyperactivity disorder or complex tics and healthy controls: An exploratory analysis. Behavioural Brain Research, 88 (1), 95–102.
16.
PartingtonG. (1998) No simple solutions exist: Perspectives on education as the key to change. In PartingtonG. (ed.) Perspectives on Aboriginal and Torres Strait Islander Education.Katoomba, NSW: Social Science Press.
17.
PiantaR. (1999) Enhancing Relationships Between Children and Teachers.Washington, DC: American Psychological Association.
18.
PiantaR.S. & WalshD.J. (1996) High Risk Children in Schools. Constructing Sustaining Relationships.NY: Routledge.
19.
Sauerwein-HanneloreC. & LassondeM. (1996) Cognitive and sensori-motor functioning in the absence of the corpus callosum: Neuropsychological studies in callosal agenesis and collosotomized patients. Behavioural Brain Research, 64 (1–2), 229–240.
20.
ShoreR. (1997) Rethinking the Brain. New Insights into Early Development.NY: Families and Work Institute.
21.
Van LeeuwenT.H., SteinhausenH., OvertoomC., Pascual-MarquiR., Van't KloosterB., RothenbergerA., SergeantJ.A. & BrandeisD. (1998) The continuous performance test revisited with neuroelectric mapping: Impaired orienting in children with attention deficits. Behavioural Brain Research, 94 (1), 97–110.
