This manuscript focuses on neuroscience research that may have applicability for early childhood educators. Beginning with cautions about the usefulness of neurosciences, we offer reviews of several ideas that can inform the practice of early childhood educators. We begin with the understanding that reading is not innate, meaning that every brain must be taught to read. We continue with the idea that language learning physically changes the brain to remind early childhood educators that their instruction can be powerful. We note the research focused on repetition that leads to automaticity, a key finding from reading research that results in skilled readers. We also discuss the importance that visuals play in learning and then note that children are hardwired to imitate others, which is why teacher modeling is so important. We conclude the article with future research needs and implications for educators.