Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning

Abstract

Background

Knowledge of early brain development is increasingly important in early childhood education, but no studies have focussed solely on the neuroscience knowledge and attitudes of early childhood educators.

Methods

524 Australian early childhood educators completed a survey measuring their neuroscience knowledge, attitudes, and self-efficacy, sources of knowledge, and perspectives on training needs.

Results

Although educators held relevant understandings, there was widespread belief in ‘neuromyths’. Participants held strong positive attitudes toward neuroscience regardless of their socio-demographic background. Participants who held a Bachelor degree or higher, and those in a leadership position, had higher neuro-literacy and self-efficacy. Less than a quarter reported receiving adequate neuroscience content in their pre-service training.

Conclusion

While there is a policy mandate and positive attitudes toward using neuroscience in early childhood education, the sector is currently hampered by limited pre-service training content, and inadequate in-service professional learning. Further transdisciplinary work is required to address these gaps.