Scientists have been able to gain a deeper insight into learning processes through analysis of new findings provided upon brain research using the latest technological innovations. They are able to keep abreast with them, confirm the area of their origin, as well as prove their interaction. In accordance with these latest findings, they analyse and consider all the known learning methods and hence a new scientific discipline was created based on learning strategies most adequate for the brain. Educational neuroscience has enabled a symbiosis of biology, neurology, cognitive psychology, pedagogy and didactics. A conclusion has been reached, based on the coherence of the previously mentioned sciences, of the importance of the understanding of these findings which have a decisive impact on the progress and development of new learning strategies in working with children. The explanation was provided of the methods in which genetic ancestry and the formed environment affects the learning processes and in what way educators and teachers can accordingly promote their practices. Interdisciplinarity of the educational system and practices, as well as research in educational neuroscience and neurodidactics, contribute to a deeper understanding and progress in learning methods and methods of understanding how to improve learning. The aim of the paper is to stimulate and bring closer to the participants of the educational process the thinking about the connection of educational neuroscience with interdisciplinary practice.