Epigenetics, neuroscience and educational processes: the educational value of early childhood education in deconstructing gender stereotypes
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Published:
May 4, 2026
Keywords:
epigenetics, neuroscience, early childhood education, gender stereotypes, brain plasticity
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Abstract
Starting from the recognition of the brain’s plastic and relational nature – its capacity to change through experiences that shape neural networks and cognitive processes – this contribution adopts an interdisciplinary approach. It examines the relationship between brain development, educational practices, and the deconstruction of gender stereotypes in early childhood education. The focus on neuroscience is particularly relevant. It highlights the importance of education in the early years of life, when behavioral patterns, preferences, and values begin to take shape. At this stage, children may already internalize traditional gender identities, which can become increasingly difficult to challenge over time.
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Open topic section
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References
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Hyde, J. S., & Linn, M. C. (2006). Gender similarities in mathematics and science. Science, 314(5799), 599–600.
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204.
Kos, A., Lopez, J. P., Bordes, J., De Donno, C., Dine, J., Brivio, E., & Chen, A. (2023). Early life adversity shapes social subordination and cell type–specific transcriptomic patterning in the ventral hippocampus. Science Advances, 9(48), eadj3793. https://doi.org/10.1126/sciadv.adj3793
Kundakovic, M., & Tickerhoof, M. (2024). Epigenetic mechanisms underlying sex differences in the brain and behavior. Trends in neurosciences, 47(1), 18–35. https://doi.org/10.1016/j.tins.2023.09.007
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Lopez, A. G. (2015). Scienza, genere, educazione. FrancoAngeli.
Manuzzi, P. (2006). Il corpo, l’invisibile presenza. In M. Contini, M. Fabbri, & P. Manuzzi (Eds). Non di solo cervello. Educare alle connessioni mente-corpo-significati-contesti (pp. 63–124). Raffaello Cortina.
Marone, F., & Buccini, F. (2022). Nuove disuguaglianze nell'era contemporanea: ragazze e STEM. Education Sciences & Society, 1, 170–184.
McGuire, L., Mulvey, K. L., Goff, E., Irvin, M J., Winterbottom, M., Fields, G. E., & Rutland, A. (2020). STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of applied developmental psychology, 67, 101109. https://doi.org/10.1016/j.appdev.2020.101109
Nelson, C. A., Fox, N. A., & Zeanah, C. H. (2014). Romania’s abandoned children: Deprivation, brain development, and the struggle for recovery. Harvard University Press.
Peña, C. J. (2026). Epigenetic regulation of brain development, plasticity, and response to early-life stress. Neuropsychopharmacology, 51, 5–15. https://doi.org/10.1038/s41386-025-02179-z
Penner-Goeke, S., & Binder, E. B. (2026). Unraveling the interaction between stress and genetic risk in psychiatric disorders: Challenges, mechanisms, and new advances. Neuron. https://doi.org/10.1016/j.neuron.2026.02.014
Pickersgill, M. (2020). Epigenetics, education, and the plastic body: Changing concepts and new engagements. Research in Education, 107(1), 72–83. https://doi.org/10.1177/0034523719867102
Rivoltella, P. C. (2024). Neurodidattica. Insegnare al cervello che apprende. Raffaello Cortina Editore.
Roth, T. L., & Sweatt, D. J. (2011). Annual research review: epigenetic mechanisms and environmental shaping of the brain during sensitive periods of development. Journal of Child Psychology and Psychiatry, 52(4), 398–408. https://doi.org/10.1111/j.1469-7610.2010.02282.x
Speranza, L., Filiz, K. D., Lippiello, P., Ferraro, M. G., Pascarella, S., Miniaci, M. C., & Volpicelli, F. (2024). Enduring neurobiological consequences of early-life stress: Insights from rodent behavioral paradigms. Biomedicines, 12(9), 1978. https://doi.org/10.3390/biomedicines12091978
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797.
Tomasetto, C., Galdi, S., & Cadinu, M. (2012). Quando l'implicito precede l'esplicito: gli stereotipi di genere sulla matematica in bambine e bambini di 6 anni. Psicologia sociale, 7(2), 169–186.
Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM learning in early childhood education: A literature review. International Journal of Pedagogy and Teacher Education, 4(1), 33–44. https://doi.org/10.1108/08876040210443391
Youdell, D. (2017). Bioscience and the sociology of education: The case for biosocial education. British Journal of Sociology of Education, 38(8), 1273–1287. https://doi.org/10.1080/01425692.2016.1272406.
Youdell, D. (2018). Genetics, epigenetics and social justice in education: Learning as a complex biosocial phenomenon. In M. Meloni, J. Cromby, D. Fitzgerald, & S. Lloyd (Eds). The Palgrave handbook of biology and society (pp. 295–315). Palgrave Macmillan UK.
Zhang, L., Rath, E. M., & Cheng, Y. Y. (2022). The Use of Epigenetic Biomarkers as Diagnostic and Therapeutic Options. Epigenomes, 6(4), 30. https://doi.org/10.3390/epigenomes6040030
Battro, A. M., Fischer, K. W., & Léna, P. J. (2010). The Educated Brain: Essays in Neuroeducation. Cambridge University Press.
Becchi, E. (1994). I bambini nella storia. Laterza.
Benatti, B. M., Adiletta, A., Sgadò, P., Malgaroli, A., Ferro, M., & Lamanna, J. (2024). Epigenetic modifications and neuroplasticity in the pathogenesis of depression: a focus on early life stress. Behavioral Sciences, 14(10), 882. https://doi.org/10.3390/bs14100882
Biemmi, I. (2017). Educazione sessista. Stereotipi di genere nei libri delle elementari. Rosenberg & Sellier.
Biemmi, I., & Leonelli, S. (2016). Segregazioni formative e lavoro. FrancoAngeli.
Borruso, F. (2019). Infanzie: percorsi storico-educativi fra immaginario e realtà. FrancoAngeli.
Breuer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26, 4–16.
Buccini, F. (2020). L’educazione di genere tra teoria e prassi: itinerari di ricerca per l'infanzia. Education Sciences & Society, 2, 355–366.
Buccini, F. (2023). Genere e STEM: una prospettiva bioeducativa. Pensa Multimedia.
Burns, S. B., Almeida, D., & Turecki, G. (2018). The epigenetics of early life adversity: current limitations and possible solutions. Progress in molecular biology and translational science, 157, 343–425. https://doi.org/10.1016/bs.pmbts.2018.01.008
Caine, G., & Caine R. N. (1995). Re-inventing schools through brain-based learning. Educational Leadership, 52(7), 43–47.
Changeux, J. P. (1998). L’uomo neuronale (C. Sughi, Trad.) Feltrinelli Editore. (Originariamente pubblicato nel 1983).
Combs-Orme, T. (2013). Epigenetics and the social work imperative. Social Work Research, 37(3), 211–222. https://doi.org/10.1093/sw/sws052
Covato, C., & Ulivieri, S. (2001). Itinerari nella storia dell’infanzia. Bambine e bambini, modelli pedagogici e stili educativi. Unicopli.
Damasio, A. (1994). Insegnare con i concetti. Un modello didattico tra scienza e insegnamento. Sei.
Danesi, M. (1988). Cervello, linguaggio, educazione. Bulzoni.
Edelman, G. M. (1993). Sulla materia della mente (S. Frediani, Trad.). Adelphi. (Originariamente pubblicato nel 1992).
Fabbri, M. (2006). I giorni del cambiamento. Imprintin, plasticità cerebrale e ristrutturazione dell'esperienza formativa. In M. Contini, M. Fabbri, & P. Manuzzi (Eds). Non di solo cervello. Educare alle connessioni mente-corpo-significati-contesti (pp. 125-197). Raffaello Cortina.
Fox, S. E., Levitt, P., & Nelson III, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child development, 81(1), 28–40. https://doi.org/10.1111/j.1467-8624.2009.01380.x
Franklin, A., Davies, J. P., Clifton, N. E., Blake, G. E., Bamford, R., Walker, E. M., & Prabhakar, S. (2025). Cell-type-specific DNA methylation dynamics in the prenatal and postnatal human cortex. Cel Genomics, 5(12), 101010. https://doi.org/10.1016/j.xgen.2025.101010
Frauenfelder, E. (1983). La prospettiva educativa tra biologia e cultura. Liguori.
Frauenfelder, E. (1994). Pedagogia e biologia. Una possibile alleanza. Liguori.
Frauenfelder, E., & Santoianni, F. (2002). Le scienze bioeducative. Prospettive di ricerca. Liguori.
Gabbianelli, R. (2025). Impact of social stress on epigenetics: an updated narrative review. Journal of Laboratory and Precision Medicine, 10, 14. DOI: 10.21037/jlpm-25-4
Gallelli, R., & Pinto Minerva, F. (2004). Pedagogia e post-umano. Ibridazioni identitarie e frontiere del possibile. Carocci.
Geake, J. (2009). The brain at school: Educational neuroscience in the classroom: Educational neuroscience in the classroom. McGraw-Hill Education (UK).
González-González, C. S., Violant-Holz, V., & del Castillo-Olivares Barberán, J. M. (2022). Gender roles and gender stereotypes in childhood education: A pilot study. [Relazione a convegno]. Proceedings of the International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 448–454). Springer.
Hyde, J. S., & Linn, M. C. (2006). Gender similarities in mathematics and science. Science, 314(5799), 599–600.
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204.
Kos, A., Lopez, J. P., Bordes, J., De Donno, C., Dine, J., Brivio, E., & Chen, A. (2023). Early life adversity shapes social subordination and cell type–specific transcriptomic patterning in the ventral hippocampus. Science Advances, 9(48), eadj3793. https://doi.org/10.1126/sciadv.adj3793
Kundakovic, M., & Tickerhoof, M. (2024). Epigenetic mechanisms underlying sex differences in the brain and behavior. Trends in neurosciences, 47(1), 18–35. https://doi.org/10.1016/j.tins.2023.09.007
Lam, L. L., Emberly, E., Fraser, H. B., Neumann, S. M., Chen, E., Miller, G. E., & Kobor, M. S. (2012). Factors underlying variable DNA methylation in a human community cohort. Proceedings of the National Academy of Sciences, 109(supplement_2), 17253–17260. https://doi.org/10.1073/pnas.1121249109
Lister, R., Mukamel, E. A., Nery, J. R., Urich, M., Puddifoot, C. A., Johnson, N. D., & Ecker, J. R. (2013). Global epigenomic reconfiguration during mammalian brain development. Science, 341(6146), 1237905. https://doi.org/10.1126/science.1237905
Lopez, A. G. (2015). Scienza, genere, educazione. FrancoAngeli.
Manuzzi, P. (2006). Il corpo, l’invisibile presenza. In M. Contini, M. Fabbri, & P. Manuzzi (Eds). Non di solo cervello. Educare alle connessioni mente-corpo-significati-contesti (pp. 63–124). Raffaello Cortina.
Marone, F., & Buccini, F. (2022). Nuove disuguaglianze nell'era contemporanea: ragazze e STEM. Education Sciences & Society, 1, 170–184.
McGuire, L., Mulvey, K. L., Goff, E., Irvin, M J., Winterbottom, M., Fields, G. E., & Rutland, A. (2020). STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of applied developmental psychology, 67, 101109. https://doi.org/10.1016/j.appdev.2020.101109
Nelson, C. A., Fox, N. A., & Zeanah, C. H. (2014). Romania’s abandoned children: Deprivation, brain development, and the struggle for recovery. Harvard University Press.
Peña, C. J. (2026). Epigenetic regulation of brain development, plasticity, and response to early-life stress. Neuropsychopharmacology, 51, 5–15. https://doi.org/10.1038/s41386-025-02179-z
Penner-Goeke, S., & Binder, E. B. (2026). Unraveling the interaction between stress and genetic risk in psychiatric disorders: Challenges, mechanisms, and new advances. Neuron. https://doi.org/10.1016/j.neuron.2026.02.014
Pickersgill, M. (2020). Epigenetics, education, and the plastic body: Changing concepts and new engagements. Research in Education, 107(1), 72–83. https://doi.org/10.1177/0034523719867102
Rivoltella, P. C. (2024). Neurodidattica. Insegnare al cervello che apprende. Raffaello Cortina Editore.
Roth, T. L., & Sweatt, D. J. (2011). Annual research review: epigenetic mechanisms and environmental shaping of the brain during sensitive periods of development. Journal of Child Psychology and Psychiatry, 52(4), 398–408. https://doi.org/10.1111/j.1469-7610.2010.02282.x
Speranza, L., Filiz, K. D., Lippiello, P., Ferraro, M. G., Pascarella, S., Miniaci, M. C., & Volpicelli, F. (2024). Enduring neurobiological consequences of early-life stress: Insights from rodent behavioral paradigms. Biomedicines, 12(9), 1978. https://doi.org/10.3390/biomedicines12091978
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797.
Tomasetto, C., Galdi, S., & Cadinu, M. (2012). Quando l'implicito precede l'esplicito: gli stereotipi di genere sulla matematica in bambine e bambini di 6 anni. Psicologia sociale, 7(2), 169–186.
Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM learning in early childhood education: A literature review. International Journal of Pedagogy and Teacher Education, 4(1), 33–44. https://doi.org/10.1108/08876040210443391
Youdell, D. (2017). Bioscience and the sociology of education: The case for biosocial education. British Journal of Sociology of Education, 38(8), 1273–1287. https://doi.org/10.1080/01425692.2016.1272406.
Youdell, D. (2018). Genetics, epigenetics and social justice in education: Learning as a complex biosocial phenomenon. In M. Meloni, J. Cromby, D. Fitzgerald, & S. Lloyd (Eds). The Palgrave handbook of biology and society (pp. 295–315). Palgrave Macmillan UK.
Zhang, L., Rath, E. M., & Cheng, Y. Y. (2022). The Use of Epigenetic Biomarkers as Diagnostic and Therapeutic Options. Epigenomes, 6(4), 30. https://doi.org/10.3390/epigenomes6040030