Abstract

Parenting books and early childhood policy documents increasingly refer to neuroscience to support their parenting advice. This trend, called ‘neuroparenting’ has been subject to a growing body of sociological and ethical critical examination. The aim of this paper is to review this critical literature on neuroparenting. We identify three main arguments: that there is a gap between neuroscientific findings and neuroparenting advice, that there is an implicit normativity in the translation from neuroscience to practice, and that neuroparenting is a form of neoliberal self-management. We will critically discuss these arguments and make suggestions for ethically responsible forms of neuroparenting that can foster child development but avoid pitfalls.