Making sense of neuroscience in the early years

Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners.

In fact, many see it as fraught with difficulties and risky.

However, the importance of this research has never been more important.

The context of the early years in the UK, has seen considerable changes within recent years, with a raft of government regulation and guidance, and a national move to free childcare entitlement at increasingly earlier ages.

Combined with a mounting pressure for accountability in 'Closing the Gap' between disadvantaged children and those more fortunate, these pressures make it fundamental that those working with young children understand what neuroscience is telling us, and more important, what it is not.