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

Kate E Williams; Tanya Burr; Lyra L'Estrange; Kerryann M Walsh

doi:10.1016/j.tine.2025.100247

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

Journal article

Open access

Peer reviewed

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

Kate E Williams, Tanya Burr, Lyra L'Estrange and Kerryann M Walsh

Trends in Neuroscience and Education, Vol.38, pp.1-9

2025

DOI: https://doi.org/10.1016/j.tine.2025.100247

PMID: 40113356

Appears in UniSC Diversity and Inclusion Research Collection

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Early Childhood Educators’ Use of Neuroscience: Knowledge, Attitudes, Self-Effic...

Abstract

neuroscience

early childhood education and care

knowledge

attitude

professional learning

neuromyth

UniSC Diversity Area - Life Stages

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.

Details

Title: Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning
Authors: Kate E Williams (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Tanya Burr - Australian Catholic University
Lyra L'Estrange - Queensland University of Technology
Kerryann M Walsh - Queensland University of Technology
Publication details: Trends in Neuroscience and Education, Vol.38, pp.1-9
Publisher: Elsevier BV
Date published: 2025
DOI: 10.1016/j.tine.2025.100247
ISSN: 2211-9493
PMID: 40113356
Grant note: This work was supported by a Queensland Government Department of Education, Education Horizon Grant.
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 991093498702621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Neurosciences

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Source: SDGs from InCites