From Cradle to Classroom: Early Childhood Teachers' Understanding and Integration Regarding the ABCs of Brain-Based Learning

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Amjad Islam Amjad Zahra Saleem Sarfraz Aslam Musarrat Habib Umaira Tabbasam
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.19 No.3, 119~143쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.01

국문 초록

Early Childhood Education (ECE) teachers serve as the architects for a child’s educational journey, nurturing their cognitive, emotional, and social development during the early years. In this study, the researchers aimed to investigate ECE teachers’ understanding of Brain-Based Learning (BBL) and its integration into their teaching practices. The research design of the current quantitative research was a cross-sectional survey, and the data were collected from 602 ECE teachers using a self-reported questionnaire. The results revealed that ECE teachers better understand and integrate BBL. Male and professionally more qualified teachers showed a higher understanding of BBL than their counterparts. Moreover, ECE teachers’ understanding of BBL significantly predicts their integration into teaching practices. Mediation analysis revealed that gender (β = .03, SE = .01, 95 % CI [.0157, .0461], p = .000) and professional qualification (β = -.02, SE = .01, 95 % CI [-.0416, -.0032], p = .000) are significant, and academic qualification (β = -.01, SE = .01, 95 % CI [-.0190, -.0304], p = .230) is an insignificant mediator in the relationship between understanding and integration of BBL. Based on the present study results, ECE teachers are suggested to design and use BBL-based interventions to improve ECE students’ cognitive functions.

목차

Introduction

Literature Review

Method

Results

Discussion

Conclusions

References

키워드

Brain-based learning brain development ECE teachers demographic variables integration of BBL understanding of BBL