Integración cerebral para la creación de ambientes seguros en el nivel preescolar en el contexto urbano de Latinoamérica entre los años 2020 y 2025: revisión documental.

Abstract

The purpose of this study is to examine the theoretical and scientific foundations of brain integration and mindful discipline as core elements of neuroeducation applied to preschool education, with an emphasis on their contribution to creating safe and emotionally balanced educational environments in the Latin American context. The methodology involved a systematic review of academic sources, including articles, books, and policy documents published between 2020 and 2025, identifying the main theories, practices, and strategies related to these neuroeducational approaches. The analysis revealed that the principles of brain integration and mindful discipline—such as emotional self-regulation, the establishment of affective routines, and co-regulation—are essential for fostering school environments that promote emotional well-being and affective security in children. Several gaps in practical implementation were identified, particularly in teacher training and institutional policies within Latin America. The findings underscore that these neuro-scientific foundations provide valuable tools for transforming pedagogical practices, fostering safe environments, and improving school coexistence in early childhood education. The study highlights the importance of integrating these approaches into educational policies and professional development programs to promote holistic and emotional development in young children, thereby establishing resilient and respectful school environments.