Aproximación neurodidáctica al aprendizaje en salas cunas: Estudio de casos desde una mirada interdisciplinaria

María Angélica Torres Gómez-Garfias; Nelly Álvarez-Aranda; Karen Pizarro Valenzuela; Génesis Casanova Vega; Camila Pozo Pozo; Manuel Cortés Cortés

doi:10.31637/epsir-2027-2137

Authors

María Angélica Torres Gómez-Garfias Universidad Bernardo O'Higgins https://orcid.org/0000-0002-5771-9927
Nelly Álvarez-Aranda Universidad Bernardo O'Higgins https://orcid.org/0000-0002-0511-5312
Karen Pizarro Valenzuela Universidad Bernardo O'Higgins https://orcid.org/0009-0006-3433-4895
Génesis Casanova Vega Universidad Bernardo O'Higgins https://orcid.org/0009-0002-5826-3930
Camila Pozo Pozo Universidad Bernardo O'Higgins https://orcid.org/0009-0000-4385-9569
Manuel Cortés Cortés Universidad Bernardo O'Higgins https://orcid.org/0000-0003-0845-7147

DOI:

https://doi.org/10.31637/epsir-2027-2137

Keywords:

childhood, neurodidactics, neurosciences, neuroplasticity, pedagogical practices, nursery education

Abstract

Introduction: Neuroscience and neurodidactics provide relevant foundations for understanding learning in children under two years of age and rethinking pedagogical practices in nursery settings. This study analyzes neuroscientific contributions to early learning and uses them to guide teaching practices. Methodology: A case study was conducted in nursery settings in the Metropolitan Region of Santiago, Chile, during the first semester of 2022, within the teaching practicum of Early Childhood Education students at Universidad Bernardo O'Higgins. Observational records, interviews with early childhood educators, and pedagogical plans were examined. Results: Educators expressed a strong belief that children should be active protagonists in the educational process and engage in challenging learning experiences. Discussion: Despite this conviction, a gap was identified between educators’ theoretical beliefs and their implementation in everyday pedagogical practices. Conclusions: The findings highlight the need to redefine nursery teaching practices through didactic guidelines informed by neuroscience and neurodidactics.

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Author Biographies

María Angélica Torres Gómez-Garfias, Universidad Bernardo O'Higgins

PhD in Educational Sciences, UDD Paraguay; MSc in Education. Early years teacher, holding a degree in education, with experience in the initial training of early years teachers, in higher education management and in pedagogical processes in early years classrooms. Research interests include learning contexts, addressing diversity and promoting inclusion, initial teacher training and reflective processes.

Nelly Álvarez-Aranda, Universidad Bernardo O'Higgins

A teacher of special educational needs, she graduated from the University of Playa Ancha (UPLA) in Chile, with a specialisation in Specific Learning Disorders (SLD). She holds a Bachelor’s degree in Education and a postgraduate diploma in curriculum design. She also holds a PhD in Educational Research and Intervention from the University of Seville, Spain. Throughout her career, she has worked in various fields, including clinical practice with a particular focus on Specific Learning Difficulties (SLD) and the Kinetic Cognitive Style (KCS), known in medical psychiatry as Attention Deficit Hyperactivity Disorder (ADHD). She has also worked in secondary and higher education, holding various roles, such as lecturer at the University of Playa Ancha and the University of Valparaíso in Chile. She is currently the research coordinator at the School of Special Education at Bernardo O’Higgins University in Chile.

Karen Pizarro Valenzuela, Universidad Bernardo O'Higgins

Early Years Educator, Bachelor of Education. Certificate: Education in the Knowledge Society; and Master’s studies in Education, specialising in Curriculum and Pedagogical Innovations, at the Silva Henríquez Catholic University. Certificate: Educational Management. Master’s degree in Education, specialising in University Teaching, from Bernardo O’Higgins University. PhD candidate in Education. Professional experience in supervising teaching placements and teaching on the Early Years Education degree programme.

Manuel Cortés Cortés, Universidad Bernardo O'Higgins

He holds a Bachelor’s degree in Education and is a State-certified teacher in Chemistry and Biology from the University of Santiago de Chile. He holds a Bachelor’s degree in Biological Sciences and a PhD in Agricultural Sciences from the Pontifical Catholic University of Chile. He holds a Master’s degree in Education, specialising in Quality Management, from Miguel de Cervantes University. He completed postdoctoral research in Psychology at the University of Flores. He is currently Director of Research at Bernardo O’Higgins University.

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