Neuroeducation in initial basic education: Strategies and benefits for early learning

Abstract

Introduction: The teaching-learning process in children, an important part of their personal development, cannot be conceived without considering its complexity, making it a key issue in the field of neuroeducation.  
Objective: The purpose of this article was to describe the benefits of neuroeducation for stimulating early learning.  
Methods: A systematic review was conducted, examining 20 digital documents from 2017 to 2024, indexed in academic repositories: Dialnet, SciELO, and Redalyc. The methodology used was PRISMA with a qualitative approach.  The inclusion criteria included articles published in the last decade with a maximum length of 6500 words. Doctoral theses, systematic review and those documents not available to be downloaded were excluded.
Results: It is described that although neuroeducation can adapt to any age, strategies and teachings that seek to facilitate natural learning should be prioritized. However, this requires educators to have a greater understanding of children's brains and, above all, a commitment to their own professional development to gain competence in applying new proposals.  
Conclusions: In the educational role of teachers in basic education, the application of neuroeducational strategies is essential to enhance early learning. Educators need to understand the characteristics of child development and use innovative, easily accessible resources in the classroom. Professional development in neuroscience improves attention, concentration, and stimulates cognitive and socio-emotional skills, as well as intrinsic motivation in children.