Aportes de la neuroeducación al diseño de ambientes pedagógicos que promuevan el bienestar emocional en la primera infancia

Abstract

The present research aims to analyze the contributions of neuroeducation to the design of pedagogical environments that promote emotional well-being in early childhood. It starts from the recognition that emotions play a fundamental role in the processes of attention, memory, and learning, and that an emotionally safe environment favors the comprehensive development of children. The research is framed within a qualitative approach with a systematization of experiences design, using classroom observations, semi-structured interviews with teachers, and institutional document review as the main sources of information. The categories of analysis focused on neuroeducation, emotional intelligence, pedagogy of care, and Colombian normative guidelines. The findings show that emotionally safe environments enhance empathy, emotional self-regulation, and intrinsic motivation in children, while at the same time promoting more reflective, effective, and respectful teaching practices aligned with the rhythm of child development. Likewise, the information collected from teachers and families made it possible to identify strengths and needs in educational environments, guiding the construction of situated and relevant pedagogical strategies. It is expected that the articulation between neuroeducation and the pedagogy of care will allow progress toward more humane, sensitive, and coherent educational proposals consistent with children’s rights, contributing to children’s comprehensive development and to the strengthening of teaching practices oriented toward emotional well-being. The study seeks to generate valuable inputs for the planning of pedagogical environments that promote meaningful learning and emotional regulation from early childhood, highlighting the importance of integrating neuroeducational knowledge into early education and guiding future interventions and pedagogical strategies.