ABSTRACT

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.

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