During the past 25 years, research on brain structure and function has expanded our understanding of the relationship between brain development and learning. This field of study is referred to with several terms such as neuroeducation, neuropedagogy, and Mind, Brain and Education. Although a strong interest in neuroeducation is present among researchers and teachers, often misleading recommendations from neuroscience research are made for classrooms. This article provides an overview of neuroeducational research studies in early childhood education to demonstrate how this field of study impacts teachers' and parents' understanding of best practices and optimal development. Also, to address the concern of the valid and reliable research in neuroeducation, we outline the principles of neuroeducational research based on Nouri (2016), and propose directions for future research.
The aim of this article is to provide an understanding related to the basics of data collection with electroencephalogram (EEG) technology in the field of early childhood education. With today's rise in lab research with EEG, the commercially available portable EEG machines are being used more readily. With them it is becoming cheaper and easier to conduct research and collect EEG recordings. A review of the literature allows for comparison between research grade EEG technology and portable EEG technology, revealing the validity of portable EEG research. The advantages and disadvantages of portable EEGs vs research grade EEG is reviewed in light of research with the population of young learners.
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