ABSTRACT
Cognitive neuroscience in practice
This chapter provides an understanding of basic theory about how the brain learns, providing some essential comprehension of a few of its many and complex functions. It reflects on how research in neuroscience has progressed understanding of learning in the early years, also considering misinterpretation of findings which have led to the misapplication and development of approaches known as “neuromyths”. Discussion on various childhood theories in relation to neuroscientific findings which support early years practices in relation to neuroscience is offered along with recognition of the importance of continued scientific research to inform cognition, learning and early years practice.
