Foundations of the Educated Brain: Infancy and Early Childhood – Part of ‘The Educated Brain’ Seminar Series

Summary of the Seminar:
Foundations of the Educated Brain: Infancy and Early Childhood
Part of ‘The Educated Brain’ Seminar Series
Monday April 18th, Newnham College, University of Cambridge

Blog written by Su Morris and Annie Brookman

The first of three seminars on ‘The Educated Brain’ began with a morning of six talks on infancy and early childhood. One of the main themes was the translation of neuroscientific evidence to early education, and the obstacles and benefits of doing so. Educational neuroscience is often considered to be the direct application of neuroscience research to the classroom, which is understandably criticised as a fruitless pursuit. Rather, as we heard throughout the morning, educational neuroscience is about taking an interdisciplinary, multi-level, scientific approach to education. Speakers referred to collaborations between neuroscientists, psychologists, and teachers, but also architects, computer scientists, geneticists, speech and language therapists, and mathematicians. As evidenced by the talks we heard, educational neuroscience takes into account the genetic, cognitive, behavioural, and social levels that influence education. It also aims to work with educators to design educationally-relevant studies that teachers want to know the answers to. With regards to infancy and early childhood, one key question is whether or not the early years form a special, sensitive period that requires a particular focus for educational resources and intervention. In the case of clinical conditions such as stroke, it seems that early intervention is better to enable children to catch up with their peers, with evidence of early childhood as a period of vulnerability. However, the evidence for sensitive periods in the early years does not yet extend to typical development, and we seem to have no convincing evidence yet that the early years should attract extra funding in cases where there are no clinical problems.

The afternoon session allowed further discussions arising from the morning’s presentations, through an interactive workshop. Questions were collected and discussed in groups which brought together people from a wide range of backgrounds, including teachers, psychologists and neuroscientists – a great illustration of the collaborations mentioned in the morning presentations. Each group focussed on their own area of interest, such as child-led and adult-led activities in the early years, intervention policies for particular socio-economic groups, assessment, and stress in both school leaders, teachers, and pupils. The aim was to consider how neuroscience and education could together inform policy, and how communication between different groups could, and should, work in practice to foster research. The exercise provided insight into the views and priorities of those working in different areas. Although the focus of the session continued to be early years, many of the discussions could equally well be applied to all levels of education and learning.

The day was a fantastic opportunity to hear the latest research from highly respected speakers, and to share views and ideas about future research with others. We look forward to attending the next seminar in Autumn where we will hear about the educated brains of children and adolescents.

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