Abstract

CASTRO CARDENAS, Mirian Patricia  and  CEVALLOS CEDENO, Ángela María. Brain stimulation and its influence on preschoogl children’s learning. ReHuSo [online]. 2021, vol.6, n.1, pp.49-56.  Epub Apr 03, 2021. ISSN 2550-6587.  https://doi.org/10.5281/zenodo.5512747.

In their first years of life children begin to live fundamental experiences, which incessantly shape their personality, their way of learning, the way in which they relate to others, their look at the eventualities that life presents them, among others. These first experiences should be channelled and worked as early learning, so that boys and girls achieve the maximum benefit to the neuronal plasticity they enjoy in their first years of life. Therefore, the consideration of neuroscience is fundamental, since, through its research, it has generated multiple contributions to integrate and reflect during teaching practice. These contributions are of great importance and determinants for those who, day by day, develop and work professionally with preschool students, because during this time, infants are in a critical period to develop actions that will decisively influence the later development of the individual, both in their physical and mental capacities, as well as in their personality and social development. In this sense, this research paper aims to analyze the strategies employed by teachers of the Fiscal Educational Unit of the Millennium Albertina Rivas de Santa Ana, Manabí, Ecuador, for brain stimulation and its influence on preschool children’s learning. In recent years, pre-school education has had a great boom, since it has been able to encourage the acquisition of certain learning at specific periods of development, because the normal maturation of the human being, it opens up opportunities that favour the future learning of learners, especially in the first three years, as it is closely linked to essential neurobiological maturation.

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