The neuroeducational perspective on learning problems

It is, on the one hand, a fundamental element in the psychological development of children and adolescents, and experiencing problems in this aspect of life can lead to very serious physical and mental health problems. important. And, on the other hand, education is not limited to being an interaction between educators and educated; it is also the internal processes that take place in the minds of students, many of which depend on the functioning of the brain.

Taking the latter into account, in this article we will delve into how learning problems can be addressed through the neuroeducational perspective. First of all, let's see what this concept is.

What is the neuroeducational perspective?

Let's start by knowing broadly what the neuroeducational perspective is and why it is relevant. As its name indicates, this way of investigating and addressing possible problems in the context of education takes into account both behavioral and psychosocial variables, on the one hand, and variables linked to the field of neurology and neurosciences, on the other.

Specifically, the professionals involved in the detection and intervention of learning problems start from the idea that the human brain is a part of the body in which there is a lot of relevant information about private mental processes and observable behavior patterns, since it is in this set of organs where most of the information processing that gives rise to thought, attentional focus management, emotion management, etc

In this way, the neuroeducational perspective is a way of understanding the phenomenon of learning not only as something social or cultural, but also biological. After all, there are elements such as brain injuries, congenital diseases and genetic predispositions that explain a good part of the differences that exist between people in areas of life such as school performance, literacy skills, the ability to concentrate on tasks, etc. Not paying attention to these variables associated with the functioning of the brain supposes having an incomplete vision of what Hundreds of thousands of boys and girls experience problems both in school and in managing the education given by their fathers and mothers.

• Related article: "Neuropsychology: what is it and what is its object of study?"

How do you intervene from the neuroeducational perspective in learning problems?

As we have seen, one of the main characteristics of the neuroeducational perspective is the emphasis that it places on taking into account what we know about the human brain in understanding learning disabilities and predicting how they can develop. Therefore, it is a way to help people who are in a constant process of updating according to the discoveries that are being made in the field of neurosciences, and not only in the field of human sciences behavior.

Next we will see what are its main areas of application in the face of the phenomenon of learning disabilities.

1. Early detection and intervention

Many of the learning disabilities have as part of their triggers pathologies that are present from birth, although not immediately apparent.

In order to detect them as soon as possible and thus give rise to an early intervention plan that avoids the accumulation of problems derived from non-attention of the special needs of the boy or girl, the neuroeducational perspective has as reference the main milestones of the neuropsychology of the development, comparing the child's behavior with the type of actions that he/she should be able to carry out according to the degree of maturation of his/her system highly strung. This helps to quickly identify alterations such as autism, ADHD, dyslexia, etc.

2. Adaptation of education plans in cases of disability

There are certain forms of disability that have the potential to have a very significant and rapid impact on the psychological development of the child if tailor-made educational plans are not created; for example, vision or hearing problems. Consider the way in which the human brain tends to organize, process and integrate information coming from the different senses is important to anticipate the appearance of avoidable problems.

• You may be interested in: "Educational Psychology: Definition, Concepts, and Theories"

3. Detection of possible environmental phenomena capable of damaging mental agility

Studying educational performance without losing sight of brain functioning does not mean focusing solely on the individual, because there are environmental aspects capable of interfering with the development of intelligence and the ability to learn in general. For example, it has been proven that frequent exposure to certain polluting agents reduces IQ, and that something as simple as studying in an environment with hardly any natural spaces (and with vegetation) it can also have a significant impact on performance school.

4. Neurocognitive intervention to optimize learning processes

In the same way that the neuroeducational perspective helps to detect and intervene in learning disorders, it can help to reverse possible blocks caused by a lack of motivation or contexts capable of activating the related parts of the brain to the creativity, even in those cases in which the student does not present a psychopathology or a neuropsychological disorder.

• Related article: "Cognition: definition, main processes and functioning"

Do you want to train in the neuroeducational perspective?

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