Tag Archives: Mine Conkbayir

Articles

What can neuroscience teach practitioners?

child and sunflower

I was delighted to be able to catch up with Mine Conkbayir at the Childcare Expo in Manchester. It was the first time we had met in person, although I had previously interviewed Mine for the Spring 2017 Summit. On the Summit, Mine had explained to me how neuroscience can support children’s personal, social and emotional development.

However, in this latest interview, I wanted to examine neuroscience as a broader topic – and why we need to know about this as Early Years Practitioners. So, I was thrilled when Mine agreed to record this interview with me, where she talks about Love, self-regulation and finding out more about neuroscience.

Enjoy!

You can also read more about this fascinating topic in Mine’s book Early Childhood and Neuroscience: Theory, Research and Implications for Practice available from Amazon here.

Some of the links that Mine mentions are:
Lighting up Young Brains: https://www.kathybrodie.com/viewpoint/lighting-young-brains/
and original report at: http://www.savethechildren.org.uk/sites/default/files/docs/Lighting_Up_Young_Brains.pdf
Neuroscience for Kids: http://faculty.washington.edu/chudler/neurok.html

You can still buy the video interview with Mine Conkbayir on the Spring 2017 Summit here: Early Years Summit Online Store

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Guest post

Early childhood development – it’s not rocket science, it’s neuroscience!

MineI was introduced to Mine Conkbayir when she contacted me about neuroscience informing early years practice, which I think is such an exciting, and growing, area of study. So I was very enthusiastic when she offered to do a guest post on this subject. Here she discusses how neuroscience can add another dimension to our understanding of child development:

Like many individuals in this increasingly frantic world, I’m often busy juggling my responsibilities as a parent while I work and continue my studies – a very exciting journey as I try to achieve my PhD in early childhood education and neuroscience.

Having been a lecturer across a range of child care and education qualifications for the past 14 years, I continue to be bewildered by the lack of consistently embedded teaching of neuroscience and early brain development across these qualifications.

Early years students and practitioners are continually being encouraged and supported by lecturers and training professionals to use theoretical knowledge from the likes of Piaget, Vygotsky and Bowlby to help inform their planning of early childhood curricula, learning environments and their interactions with very young children.

However, this is not the case when it comes to using neuroscience, which can also be used to inform their understanding of early brain development in relation to their practice.

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