EUN606 From Neurons to Nurture: Applying Neuroscience in Early Childhood Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN606 |
|---|---|
| Equivalent(s): | EUZ606 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN606 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ606 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
Neuroscience has emerged as a critical field in understanding early childhood development, offering key insights into the intricate processes of brain growth and function from birth to eight years of age. This unit explores the intersection of neuroscientific research and early childhood education, exploring the application of these findings in educational settings. You will examine how environmental factors, including educational practices, influence brain development and shape cognitive, emotional, and social functioning in young children. The unit is designed to enhance educators' ability to create optimal learning environments by applying neuroscience-informed strategies. You will engage in professional development planning, focusing on translating neuroscientific principles into practical resources and activities for their educational settings, with a focus on empowering educators to implement evidence-based practices that support children's holistic development.
Learning Outcomes
On successful completion of this unit you will be able to:
- Synthesise research, key concepts and processes in early childhood neurodevelopment.
- Analyse education and developmental contexts to identify ways in which neuroscientific concepts can be applied for improved educational outcomes.
- Design and justify developmentally appropriate resources and pedaogical practices based on neuroscientific insights.
- Create plans and resources for families, children and colleagues that communicate about the role of neuroscience in children's learning and development.
- Critically reflect on practice and professional conversations to support the integration of neuroscientific insights in early childhood practice for continuous improvement.
Content
This unit will cover the following:
- Introduction to neuroscience in early childhood education
- Cognitive development and learning
- Language and communication
- Sensory and motor development
- Social-Emotional brain development
- Neuroplasticity and environmental influences
- The neuroscience of play and creativity
- Stress, trauma and resilience
- Neurodiversity and inclusive practices
- Nutrition, sleep and physical activity
- Technology and the developing brain
- Assessment and observation through a neuroscience lens
- Practical implementation of neuroscience in early childhood education
- Identify novel and innovative opportunities for consultation and resourcing
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self assessment through reflective practice
- consultation with other professionals
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
This unit has two assessments:
1. Professional Development Project Plan - this task draws on neuroscience and its role in development to inform the design of a professional development project.
2. Professional Development Implementation Task - this task builds on Assessment 1 and explores the application of neuroscientific understanding to educational contexts by creating professional development resources and engaging in professional conversations.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Project Plan
You will develop a plan for a professional development project. You will need to select a topic for your project, research the topic, plan and design the project and provide a rationale. In your rationale discuss expected outcomes and benefits, and challenges inherent in implementing the project.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Professional Development Implementation Task
You will create the proposed Professional Development Project from Assessment 1 and consult with other professional/s and/or family/ies to seek feedback on the project. You will need to include evidence of your professional consultations with your submission.
Following your consultation, you will design and create a resource for families and/or educators on how to further implement/support the project topic.
You will record yourself talking through the project and supporting resources you created and reflecting on your consultations. In your reflection identify the potential strengths and challenges of implementation of your project and possible modifications that would be required.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Professional Development Project Plan , Professional Development Implementation Task - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO5, Professional Development Implementation Task - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Professional Development Project Plan , Professional Development Implementation Task - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Professional Development Project Plan , Professional Development Implementation Task - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Professional Development Implementation Task
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional Development Project Plan , Professional Development Implementation Task - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO5, Professional Development Implementation Task - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Professional Development Project Plan , Professional Development Implementation Task - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, Professional Development Project Plan , Professional Development Implementation Task - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO4, Professional Development Implementation Task
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN606 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ606 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
Neuroscience has emerged as a critical field in understanding early childhood development, offering key insights into the intricate processes of brain growth and function from birth to eight years of age. This unit explores the intersection of neuroscientific research and early childhood education, exploring the application of these findings in educational settings. You will examine how environmental factors, including educational practices, influence brain development and shape cognitive, emotional, and social functioning in young children. The unit is designed to enhance educators' ability to create optimal learning environments by applying neuroscience-informed strategies. You will engage in professional development planning, focusing on translating neuroscientific principles into practical resources and activities for their educational settings, with a focus on empowering educators to implement evidence-based practices that support children's holistic development.
Learning Outcomes
On successful completion of this unit you will be able to:
- Synthesise research, key concepts and processes in early childhood neurodevelopment.
- Analyse education and developmental contexts to identify ways in which neuroscientific concepts can be applied for improved educational outcomes.
- Design and justify developmentally appropriate resources and pedaogical practices based on neuroscientific insights.
- Create plans and resources for families, children and colleagues that communicate about the role of neuroscience in children's learning and development.
- Critically reflect on practice and professional conversations to support the integration of neuroscientific insights in early childhood practice for continuous improvement.
Content
This unit will cover the following:
- Introduction to neuroscience in early childhood education
- Cognitive development and learning
- Language and communication
- Sensory and motor development
- Social-Emotional brain development
- Neuroplasticity and environmental influences
- The neuroscience of play and creativity
- Stress, trauma and resilience
- Neurodiversity and inclusive practices
- Nutrition, sleep and physical activity
- Technology and the developing brain
- Assessment and observation through a neuroscience lens
- Practical implementation of neuroscience in early childhood education
- Identify novel and innovative opportunities for consultation and resourcing
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self assessment through reflective practice
- consultation with other professionals
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
This unit has two assessments:
1. Professional Development Project Plan - this task draws on neuroscience and its role in development to inform the design of a professional development project.
2. Professional Development Implementation Task - this task builds on Assessment 1 and explores the application of neuroscientific understanding to educational contexts by creating professional development resources and engaging in professional conversations.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Project Plan
You will develop a plan for a professional development project. You will need to select a topic for your project, research the topic, plan and design the project and provide a rationale. In your rationale discuss expected outcomes and benefits, and challenges inherent in implementing the project.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Professional Development Implementation Task
You will create the proposed Professional Development Project from Assessment 1 and consult with other professional/s and/or family/ies to seek feedback on the project. You will need to include evidence of your professional consultations with your submission.
Following your consultation, you will design and create a resource for families and/or educators on how to further implement/support the project topic.
You will record yourself talking through the project and supporting resources you created and reflecting on your consultations. In your reflection identify the potential strengths and challenges of implementation of your project and possible modifications that would be required.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Professional Development Project Plan , Professional Development Implementation Task - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO5, Professional Development Implementation Task - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Professional Development Project Plan , Professional Development Implementation Task - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Professional Development Project Plan , Professional Development Implementation Task - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Professional Development Implementation Task
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional Development Project Plan , Professional Development Implementation Task - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO5, Professional Development Implementation Task - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Professional Development Project Plan , Professional Development Implementation Task - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, Professional Development Project Plan , Professional Development Implementation Task - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO4, Professional Development Implementation Task