LAUSR

This book contextualises some of the latest findings from neuroscience research and how it can be interpreted to have an impact on children’s learning. It includes perspectives from both neuroscientists and psychologists, and how their research and thinking can at times overlap. Definitions are offered for both of these groups of professionals and how educational practice is a bridge between both of them. This book also illustrates some of the tensions between what is said about child development from the views of science, psychology, and the experience of practitioners. The author clearly mentions a range of health warnings to illustrate how the rapid movement of education, technology, and social media can have an impact in trying to write about recent developments. This book is initially structured from a historical perspective and then moves onto the mechanics of the brain. As the focus is Early Years, the link to brain development in the very early stages of development is essential. The natural progression here is then into early childhood, then children aged 3–7, followed by access to the world through the development of reading, writing, and maths. This book also contains research evidence both in terms of theory and key thinkers, and links have also been made to various sources including online sources. It is also good to see that research has been contested in parts especially if experiments carried out with animals and their associated results have been applied to humans. Each chapter begins with a quote to encourage the reader to reflect on what the chapter could be about, followed by a short introduction or historical overview. Subheadings with bullet points help to structure the chapter. Every so often there are key messages for the educator suggesting that the information or thought is vital for all those that work in education not just teachers and leaders. Scenarios are also offered to help illustrate the points made. In addition, graphs and tables are also used to help show and explain trends and common themes. There are many debates in the chapters such as why having a stimulating environment is conducive to learning, but having an over stimulating environment could have a negative effect on brain development and learning, and therefore balance is vital. Research from a variety of current thinkers is introduced and explained to show the link between brain development and Early Years with supporting contextual examples. Perhaps what could be developed further is the impact of research on different areas of learning for children. In conclusion, the book represents a valuable tool for teachers and leaders in Early Years settings to better understand the link between brain development and learning to help better their practice even further.