The present text intends to develop a global analysis of the nature, meaning and implications of the neurosciences in regard to childhood and to the various fields of intervention related: neonatology, neurodevelopment, building family ties and education. The development of neurosciences is analyzed from three main contexts: the demographic context, the diversity and singularity of the subjects and the multiculturalism. The work concludes by submitting into critique 4 half-truths (neuromites) that have been established in relation to the neurosciences: (a) the myth of plasticity and the critical periods of brain development; (b) the myth of the functional diversification into the different cerebral hemispheres and zones; (c) the myth of cognitive styles and (d) the myth of neuronutrients. As conclusions, some recommendations for the correct transfer and the use of neuroscience contributions to education are indicated.