ABSTRACT
In this chapter we trace the rise of neuroscientific discourse in early childhood education, policy and practice. Central to our discussion is a consideration of: how neuroscientific language is taken up and influences dominant discourses on childhood, including national and international policy; how it is then, as a result, appropriated into more everyday ways of thinking, acting and practice; and finally how it may become the dominant theoretical framework for understanding concepts such as early childhood education, replacing other discourses in due course.
