Nivel de conocimiento sobre la neuroeducación de docentes de Educación inicial
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Date
2025-01
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación surge de la problemática observada en docentes del nivel inicial, quienes tenían dificultades para atender las demandas y necesidades de sus estudiantes, afectando al logro de aprendizajes efectivos en los niños. Por ello, se llevó a cabo un estudio de tipo descriptivo en tres instituciones educativas del distrito de Santiago de Surco, con el objetivo de determinar el nivel de conocimiento de docentes de educación inicial sobre la enseñanza basada en neuroeducación.
La neuroeducación, es un campo emergente que integra los conocimientos de la neurociencia, la psicología y la educación, proponiendo un enfoque que fortalezca la enseñanza y el aprendizaje. Este aporte puede servir como material de reflexión para docentes, estudiantes e instituciones de formación docente de inicial, continua, así como de educación básica.
La investigación plantea un marco teórico, que explica la neuroeducación en la primera infancia, dimensiones para el aprendizaje, factores que influyen en el desarrollo infantil y aportes de la neuroeducación al docente. El segundo capítulo detalla el marco metodológico, objetivos, enfoque, diseño, tipo de investigación, operacionalización de la variable y análisis de resultados.
Finalmente, las conclusiones, recomendaciones y anexos. Una inferencia a destacar es que las docentes consultaron a diversos autores, quienes fundamentan la importancia de comprender el funcionamiento del cerebro para mejorar la enseñanza. Comprender la plasticidad cerebral permite a los docentes adoptar un enfoque más reflexivo, impactando positivamente en el desarrollo de estructuras neuronales y el aprendizaje de los estudiantes.
This research arises from the problems observed in early childhood teachers, who had difficulties in meeting the demands and needs of their students, affecting the achievement of effective learning in children. Therefore, a study was carried out in three educational institutions in the district of Santiago de Surco, with the objective of determining the level of knowledge of early education teachers about teaching based on neuroeducation. Neuroeducation is an emerging field that integrates knowledge from neuroscience, psychology and education, proposing an approach that strengthens teaching and learning. This contribution can serve as a material for reflection for teachers, students and teacher training institutions of initial, continuous and basic education. The research presents a theoretical framework that explains neuroeducation in early childhood, dimensions for learning, factors that influence child development and contributions of neuroeducation to teachers. The second chapter details the methodological framework, objectives, approach, design, type of research, operationalization of the variable and analysis of results. Finally, the conclusions, recommendations and annexes. An inference to be highlighted is that teachers consulted various authors, who support the importance of understanding the functioning of the brain to improve teaching. Understanding brain plasticity allows teachers to adopt a more reflective approach, positively impacting the development of neural structures and student learning.
This research arises from the problems observed in early childhood teachers, who had difficulties in meeting the demands and needs of their students, affecting the achievement of effective learning in children. Therefore, a study was carried out in three educational institutions in the district of Santiago de Surco, with the objective of determining the level of knowledge of early education teachers about teaching based on neuroeducation. Neuroeducation is an emerging field that integrates knowledge from neuroscience, psychology and education, proposing an approach that strengthens teaching and learning. This contribution can serve as a material for reflection for teachers, students and teacher training institutions of initial, continuous and basic education. The research presents a theoretical framework that explains neuroeducation in early childhood, dimensions for learning, factors that influence child development and contributions of neuroeducation to teachers. The second chapter details the methodological framework, objectives, approach, design, type of research, operationalization of the variable and analysis of results. Finally, the conclusions, recommendations and annexes. An inference to be highlighted is that teachers consulted various authors, who support the importance of understanding the functioning of the brain to improve teaching. Understanding brain plasticity allows teachers to adopt a more reflective approach, positively impacting the development of neural structures and student learning.
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Keywords
Neuroeducación, Estrategias neuroeducativas, Infancia temprana, Neuromitos, Aprendizaje efectivo