Neuroeducación infantil temprana: integrando la neurociencia al proceso de aprendizaje en la primera infancia: una revisión sistemática
DOI:
https://doi.org/10.35756/educaumch.202424.294Palabras clave:
Neurociencias, proceso de enseñanza, aprendizajeResumen
El objetivo del estudio fue analizarla importancia de la neurociencia en Iberoamérica para el proceso de la enseñanza-aprendizaje en la etapa preescolar. Se realizó una revisión sistemática narrativa en las bases de datos SciELO, Redalyc, Dialnet, REDIB y la revista Latinoamericana de Educación Infantil (RELAdEI), utilizando como criterio de búsqueda las palabras neurociencia, proceso de aprendizaje, neuroeducación desde 2018hasta2023. La revisión se centró principalmente en artículos publicados entre 2019 y 2023 (94%), reflejando un enfoque muy actualizado sobre la neuroeducación infantil. El año con más aportes fue 2019 (26%), seguido de cerca por 2021 (24%). Este conjunto de datos permite analizar el estado del arte reciente sobre la integración de neurociencia en el proceso de enseñanza-aprendizaje temprano en América Latina. Se evidencia el creciente interés investigativo en esta síntesis emergente de disciplinas para potenciar la pedagogía. Se concluyó la integración progresiva de la neurociencia a las prácticas pedagógicas de la primera infancia. El análisis de la producción científica reciente a partir de 2019 constata el vertiginoso incremento de investigaciones sobre la aplicación de conocimientos neurobiológicos para transformar y potenciar los procesos de enseñanza-aprendizaje temprano.Métricas
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Derechos de autor 2024 Ingrid Del Pilar Llatance Ruiz, Rosario Dolores Ruiz Celi, Luis Alberto Vicuña Peri, Juan Luis Rodríguez Vega, David Esteban Espinoza
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