Beware the neuromyths! A critical discussion on the ‘brainification’ of early childhood music

Abstract

References to neuroscience and the brain now crop up regularly in academic and pedagogical literatures in early childhood music education. In this article, I discuss this recent ‘brainification’ (a term coined by Vandenbroeck) of early childhood music and point out problems and pitfalls that can arise from this current enthusiasm for neuroscience narratives. Concern at the misinterpretation of neuroscientific research in music education, often referred to as neuromyths, has led to a small and important body of literature. This literature is reviewing, analysing and providing summaries of neuroscience in music, correcting misconceptions and clarifying the implications for educational practice. First, I introduce this work and outline its main arguments. However, despite these corrections and clarifications, neuromyths persist. Therefore, I go on to ask why ‐ when the research base is being demonstrated to have many limitations ‐ do certain neuroscientific ideas continue to occupy such a prominent position? The answer I suggest lies in the current context of social media proliferation of information together with the certainty that neuromyth narratives (falsely) promise. I will go on to explain how the prominence of neuromyths goes hand in hand with the current policy environment for early childhood education and care that constructs children as a form of future investment. The article arrives at a number of suggestions for how the problems and pitfalls might be overcome or avoided.