Neuroscientific Discoveries and Their Implications for Early Childhood Language Education

Authors

  • Mukhabbat Khakimova

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Shaturaev Jakhongir

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Nilyufar Fayzullayeva

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Shavkat Mamarajabov

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Gulnoza Ochilova

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Gulnora Musakhanova

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Roman Pantin

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Sayyora Akbarova

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Mekhribonu Kayumova

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Iroda Khojiyeva

    Department of Economic Theory, Tashkent State University of Economics, Tashkent 100066, Uzbekistan

DOI:

https://doi.org/10.30564/fls.v7i3.8446
Received: 16 January 2025 | Revised: 23 Fenbruary 2025 | Accepted: 25 February 2025 | Published Online: 13 March 2025

Abstract

Recent advancements in neuroscience have provided valuable insights into how the brain functions, offering significant potential for enhancing educational practices. Despite this, current neuroscientific findings on how the brain learns - particularly in early childhood language acquisition - are not fully utilized in educational settings. This article investigates the foundational principles of educational neuroscience as an interdisciplinary field, situated at the intersection of neurobiology, pedagogy, and cognitive science. It emphasizes the integration of neuroscientific research into educational practices, specifically focusing on language development during early childhood and assessing the reciprocal influence of education on brain function. The paper traces the origins and progress of neuroscience in education while addressing the terminological ambiguity in modern scientific literature concerning the relationship between neuroscience and education. It also highlights promising pathways for collaboration among psychology, pedagogy, and neuroscience, with special attention to early language learning. A scientometric analysis of key research trends in the neuroscience-education nexus, based on the Scopus scientific literature database, is presented. This study seeks to enhance the dialogue between neuroscientific discoveries and educational applications, advocating for a more integrated approach to improve learning outcomes. It underscores the necessity of interdisciplinary collaboration to bridge the gap between theoretical insights from neuroscience and the practical needs of educational environments, particularly in fostering early childhood language development.

Keywords:

Educational Neuroscience; Early Childhood Language Acquisition; Language Development; Pedagogy; Psychology; Neuroimaging; Cognitive Neuroscience

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How to Cite

Khakimova, M., Jakhongir, S., Fayzullayeva, N., Mamarajabov, S., Ochilova, G., Musakhanova, G., Pantin, R., Akbarova, S., Kayumova, M., & Khojiyeva, I. (2025). Neuroscientific Discoveries and Their Implications for Early Childhood Language Education. Forum for Linguistic Studies, 7(3), 656–668. https://doi.org/10.30564/fls.v7i3.8446

Issue

Vol. 7 , Iss. 3 (March 2025)

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Copyright © 2025 Mukhabbat Khakimova, Shaturaev Jakhongir, Nilyufar Fayzullayeva, Shavkat Mamarajabov, Gulnoza Ochilova, Gulnora Musakhanova, Roman Pantin, Sayyora Akbarova, Mekhribonu Kayumova, Iroda Khojiyeva

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