Preventing Learning Difficulties in Early Childhood Education
A response from neuroscience
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During the first six years of a child's life, a great deal of development is concentrated at all levels and the foundations are laid for any future learning. A large part of the deviations that may arise will have their origin in deficiencies or deficiencies that arise in Infant Education. Cognitive neuroscience provides us with information about the way in which the brain learns, which offers teachers the advantage of being able to modify the methodology and optimize the learning of our students, as well as easily and early detect any difficulty that may interfere with it. The prevention of s...
During the first six years of a child's life, a great deal of development is concentrated at all levels and the foundations are laid for any future learning. A large part of the deviations that may arise will have their origin in deficiencies or deficiencies that arise in Infant Education. Cognitive neuroscience provides us with information about the way in which the brain learns, which offers teachers the advantage of being able to modify the methodology and optimize the learning of our students, as well as easily and early detect any difficulty that may interfere with it. The prevention of specific learning difficulties will be, therefore, much more effective if we work from the perspective of neuroscience, achieving significant learning and preventing or detecting early any deficit. Therefore, if teachers are trained in neuroscience to perform our profession, we will become active agents of teaching innovation and we will participate in the transformation of the education system as we know it today.
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