Strategies to neuroeducational neurodevelopment and promote educational inclusion

Abstract

This article analyzes the implementation of neuroeducational strategies to stimulate neurodevelopment in children and promote educational inclusion in the early childhood education program at the Carmen Wither Navarro Public School. Its general objective is to examine how these strategies foster holistic development and inclusive participation in four-year-old children. Specific objectives include identifying the theoretical and scientific foundations that support cognitive, emotional, and social development in early childhood; applying strategies in inclusive school settings and analyzing their impact on learning; and evaluating those strategies that enhance the active participation of all students in the classroom. The methodology employed a mixed-methods approach, integrating qualitative and quantitative components. Bibliographic research was used to support the study, descriptive research to characterize the problem, field research to obtain direct information from the educational context, and statistical research to analyze the data objectively. The results demonstrated improvements in social interaction, respect for rules, and group participation. In the indicator “Actively participates in cooperative games and respects turns and instructions,” the average level predominated at 7.78%, reflecting progress in inclusion. In conclusion, neuroeducational strategies contribute significantly to cognitive, motor, and socio-emotional development, strengthening empathy, cooperation, and respect for individual differences.