John Dewey and the Neuroscience of Early Childhood Learning
In early childhood education, the ideas of philosopher and educator John Dewey are more relevant today than ever before. Dewey, an American thinker active in the early 20th century, championed learning through experience. Rather than viewing children as passive recipients of information, he believed they learn best by engaging actively with their environment. Modern brain science now confirms what Dewey observed intuitively: children’s brains develop through movement, play and realworld experiences.
Why Movement Matters
Neuroscience research emphasises that the young brain is highly plastic — meaning it changes in response to experience. Movement is not just physical exercise; it’s foundational for cognitive development. When children run, jump or climb, neural circuits in the motor cortex are activated and strengthened. These circuits do not operate in isolation. They interact with areas involved in attention, memory and language. Movement stimulates the release of neurotransmitters such as dopamine, which enhances motivation and rewardbased learning.
Dewey would have recognised this. He saw learning as an active process, not a static one. In his view, children construct knowledge through doing. Today’s research shows that movement literally shapes the architecture of the brain. For parents in Hurstville, this means encouraging safe physical play — whether in parks like Hurstville Oval or in your backyard — is not merely about burning energy; it’s about building brains.
Play as a Brain Builder
Play is not a luxury — it’s a necessity. Neuroscience tells us that play supports the development of executive functions: working memory, flexible thinking and selfcontrol. Through pretend play, children learn to regulate emotions, negotiate rules with peers and solve problems creatively. Play engages multiple brain regions simultaneously. It blends sensory experience, language, motor skills and social interaction.
Dewey argued that education should be rooted in real life. Play is, for a young child, real life. It is meaningful and selfdirected. When a fouryearold in Lugarno builds a “cookie shop” out of cushions and boxes, they are experimenting with social roles, numeracy and language — exactly the kind of integrated learning Dewey championed.
Experiential Learning: Learning by Doing
At the core of Dewey’s philosophy is experiential learning — children learn by doing and reflecting on what they do. Neuroscientists describe this as active engagement. The brain is finely tuned to patterns and connections. When a child engages all senses — touching sand, smelling paint, listening to stories, watching a seed sprout — the brain forms rich neural networks that support future learning.
Research in early childhood development highlights “serve and return” interactions: when a child reaches out with a sound or gesture and a caregiver responds, neural connections are strengthened. This mirrors Dewey’s belief in social interaction as essential for learning.
Practical Tips for Parents
For families in Hurstville, integrating Dewey’s principles with contemporary neuroscience can be practical and fun:
- Encourage unstructured play each day. Not every activity needs an outcome; some play is valuable simply for the experience.
- Incorporate movement into learning. Practise counting by hopping on stepping stones, or explore nature at Oatley Park while discussing textures and colours.
- Ask openended questions during play: “What might happen if…?” This supports critical thinking and reflection.
- Respond to your child’s curiosity. Simple “serve and return” conversations build language and connection.
In both Dewey’s philosophy and modern neuroscience, learning is not passive — it’s dynamic, embodied and social. By embracing movement, play and experiential learning, you support your child’s brain development in ways both timetested and scientifically grounded.