NEUROEDUCATION IN EARLY CHILDHOOD EDUCATION: FOUNDATIONS, DIDACTIC APPLICATIONS AND CHALLENGES FOR TEACHER TRAINING

Abstract

Neuroeducation has become a field at the intersection of neuroscience, psychology, and pedagogy that offers a more precise understanding of how children learn during the early years. This article provides an analytical review of its foundations, its main applications in Early Childhood Education, and the challenges involved in its systematic implementation in teaching practice. Drawing on specialized literature and recent evidence published in the Revista Internacional Interdisciplinar de Divulgación Científica (RIIDICI), the paper examines key dimensions such as brain plasticity, attention, memory, emotion, play, movement, and teacher training. The analysis highlights that early childhood is a privileged window of opportunity for designing emotionally safe, multisensory, and active learning environments, although important barriers remain, particularly insufficient teacher preparation, the persistence of neuromyths, and limited access to resources. The article concludes that neuroeducation should not be understood as a pedagogical trend, but as a scientifically grounded framework capable of improving didactic decision-making, provided that its classroom translation is critical, contextualized, and evidence-based.