Perception and use of neuroeducational strategies in the Early Childhood Education classroom
Keywords:
Neuroeducation; Educational strategies; Teacher training; Teaching-learning process; Academic performanceAbstract
Neuroeducation, defined as the integration of neuroscience knowledge into educational practices, is proposed as a promising tool to optimize the teaching-learning process and promote the holistic development of students. This quantitative and descriptive study examined the perceptions and use of neuroeducational strategies in the classroom based on the experiences of 64 teachers from early childhood and primary education. Using a validated questionnaire (Cronbach’s alpha = 0.87) distributed via Google Forms, the study assessed levels of knowledge, the frequency of implementing activities based on neuroscientific principles, and the perceived effectiveness of these strategies on academic performance. Results reveal that despite limited familiarity with the concept, teachers acknowledge the usefulness and transformative potential of neuroeducation, highlighting the need for ongoing professional development programs and institutional support policies to strengthen its integration into pedagogical practice.
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