Attention to diversity in early education: a neuropedagogical approach to child development

Abstract

Neuropedagogy has revolutionized early childhood education by offering tools based on the understanding of the brain, improving teaching and learning. This work examines neuropedagogy as a discipline that guarantees attention to diversity in early childhood education, essential for teachers in training. From the analysis of the literature, it is concluded that diversity in the classroom requires a commitment to equity, promoting the comprehensive development of boys and girls through respect for differences and ensuring a fair education that promotes equality and non-discrimination. It is also inferred that neuropedagogy, based on brain development and interactions with the environment, integrates educational theories such as those of Piaget, Vygotsky, Bandura and Montessori. These theories allow pedagogical practices to be adapted to individual needs, promoting inclusion and meaningful learning. Furthermore, neuropedagogy, by combining neuroscience and education, adapts pedagogical processes, positioning the infant as an active protagonist of their learning and aligning this with their neurophysiological development. Finally, the incorporation of neuropedagogy in teacher training promotes inclusive and personalized strategies, transforming it into a mediator and agent of change. It is essential to strengthen a neuropedagogical curriculum that not only explores theories, but also delves into pedagogical practices and educational policies that promote a more inclusive and equitable educational environment.