Neuroeducation as a cognitive approach in early stimulation in early childhood children

Abstract

Scientific advances generate new paradigms that influence the development of the brain, strengthening learning in children. Neuroeducation serves as an educational theory to enhance cognitive functions and neuralgic developments. The objective of the research is to reveal the relevance of neuroeducation in activities related to early stimulation, for the development of language skills and abilities in early childhood children. The nature of the study is quantitative, documentary and empirical, field and longitudinal. The level of the study is explanatory and the design is quasi-experimental. The population is made up of 200 initial education children between the ages of three and five, assigned to Educational Units in the Tungurahua-Ecuador province, using the ELA-Albor instrument that allows measuring linguistic aspects under the neuroeducation approach. The results indicate that once the values ​​of the instrument have been used and analyzed in its applications I-II (pretest and post-test), improvements are observed in the children's linguistic development. The conclusions indicate that an adequate use and implementation of early stimulation programs under oral-phonological parameters, guarantee the strengthening of cognitive linguistic activities, which contribute to the social development of children, offering security and mental progress.