Studying early brain development: Educators' reports about their learning and its applications to early childhood policies and practices

• Published in: Australasian journal of early childhood Vol. 40; no. 3; pp. 11 - 19
• Main Authors: Alexandra Diamond, Victoria Whitington
• Format: Journal Article
• Published: 01.09.2015
• Subjects: Brain; Brain development; Brain research; Child development; Child mental health; Course evaluation; Early childhood education; Early childhood educators; Growth; Interviews; Knowledge base for teaching; MOOCs (Web-based instruction); Neuroscience; Preschool children; Preschool education; Preschool teachers; Preservice teacher education; Teacher education curriculum; University of South Australia; Web based courses; Young children; Australia; South Australia
• ISSN: 1836-9391
• DOI: 10.1177/183693911504000303

The University of South Australia's online course 'Brain development in the Early Years' is a response to Mustard's Thinker in Residence Report (2008) which recommended the early childhood educator workforce acquire knowledge about young children's brain development. This research investigated educators' views on the value for their work of learning about early brain development. Data comprised responses to course content in online course discussions and a standard anonymous online course evaluation instrument, written by 45 in-service and pre-service educators enrolled in the course. Analysis revealed four themes regarding educators' statements about the value of brain development knowledge for their roles as educators: 'Working with families', 'Working with children', 'Advocacy' and 'Working across services'. Themes are described and illustrated with examples from students' writing. Findings are discussed in terms of the impact of educators' knowledge about brain development on their thinking about their professional practice.