Impact of Neuroscience-Based Interventions on Early Learning
DOI:
https://doi.org/10.37843/rted.v19i1.754
Article Sidebar
Main Article Content
Abstract
In recent years, the application of neuroscience in education has grown significantly because it explains how the brain learns. This research aimed to systematize the available empirical evidence on the impact of neuroscience-based interventions for early learning. The study adopted a hermeneutic-interpretive paradigm, a systemic method, a qualitative approach, a thematic narrative design, a documentary-bibliographic review design, and a cross-sectional scope. The search covered Scopus, Web of Science (WoS), and Google Scholar, and the final sample comprised 14 articles. The review used Covidence and the PRISMA technique for selection and analysis through a three-level flow. The findings indicated that interventions such as emotional regulation and executive function programs, kinesthetic and sensorimotor activities, and multisensory/technology-assisted interventions were grounded in principles of neuroplasticity, sensory stimulation, emotional co-regulation, and sensorimotor integration. These interventions produced positive effects on early learning and on specific areas such as cognitive, socioemotional, and motor development, and most studies used experimental and quasi-experimental designs with pre- and post-intervention assessments in children aged 0 to 6 years. The review concluded that this intervention approach strengthens child well-being and supports the design of learning environments that are more responsive to the needs of comprehensive development in early childhood.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
Citaciones del Artículo
References
Ahmed, S. K. (2024). How to choose a sampling technique and determine sample size for research: A simplified guide for researchers. Oral Oncology Reports, 12, 100662. https://doi.org/10.1016/j.oor.2024.100662
Ahmed, S. K., Mohammed, R. A., Nashwan, A. J., Ibrahim, R. H., Abdalla, A. Q., M. Ameen, B. M., & Khdhir, R. M. (2025). Using thematic analysis in qualitative research. Journal of Medicine, Surgery, and Public Health, 6, 100198. https://doi.org/10.1016/j.glmedi.2025.100198
Alvarez, D., Vargas, J., Amaguaña, E., Chang, R., Constante, D., & Álava, M. (2025). Neurodesarrollo y Juego Sensorial: Estrategias Pedagógicas para Potenciar la Cognición Temprana en la Educación Inicial. Revista Científica de Salud y Desarrollo Humano, 6(2), 419–444. https://doi.org/10.61368/r.s.d.h.v6i2.609
Ayala, A. (2023). Efecto de un programa de intervención neuropsicológica en el desarrollo de las habilidades académicas en los primeros años escolares. Propósitos y Representaciones, 11(3), e1876. https://doi.org/10.20511/pyr2023.v11n3.1876
Bernabe-Zuñiga, J. E., Rodriguez-Lucenilla, M. I., Alias-Castillo, A. J., Rueda-Ruzafa, L., Roman, P., & del Mar Sanchez-Joya, M. (2025). Early interventions with parental participation and their implications on the neurodevelopment of premature children: a systematic review and meta-analysis. European Child & Adolescent Psychiatry, 34(3), 853–865. https://doi.org/10.1007/s00787-024-02528-1
Castro, M., & Cevallos, A. (2021). La estimulación del cerebro y su influencia en el aprendizaje de los niños de preescolar. ReHuso. Revista de Ciencias Humanísticas y Sociales, 6(1), 49–56. https://doi.org/10.5281/zenodo.5512747
Cetre, R., Ramírez, G., Ripalda, V., & Macías, J. (2024). Formación en estimulación temprana para el desarrollo de las habilidades en las áreas cognitiva, lenguaje, motora y social en infantes de cero a tres años. Ciencia y Educación, 5(6), 20–33. https://doi.org/https://doi.org/10.5281/zenodo.11640992
Chang, Q. (2022). The contribution of a hermeneutic approach to investigate psychological variables in second language acquisition. Frontiers in Psychology, 13, 1–7. https://doi.org/10.3389/fpsyg.2022.1055249
Coello, M. (2021). Estimulación temprana y desarrollo de habilidades del lenguaje: Neuroeducación en la educación inicial en Ecuador. Revista de Ciencias Sociales (Ve), 17(4), 309–323. https://www.redalyc.org/articulo.oa?id=28069360022
Coello, M., Suárez, A., Iza, S., & Bonilla, M. (2022). La neuroeducación como enfoque lingüístico cognitivo en la estimulación temprana en niños de educación inicial. Retos, 45, 20–33. https://doi.org/10.47197/retos.v45i0.88684
Davidescu, A. A. M., Florescu, M. S., Mosora, L. C., Mosora, M. H., & Manta, E. M. (2022). A Bibliometric Analysis of Research Publications of the Bucharest University of Economic Studies in Time of Pandemics: Implications for Teachers’ Professional Publishing Activity. International Journal of Environmental Research and Public Health, 19(14), 8779. https://doi.org/10.3390/ijerph19148779
Fernández, H., & Enríquez, C. (2020). Revisiones Sistemáticas Exploratorias como metodología para la síntesis del conocimiento científico. Enfermería Universitaria, 17(1), 87–94. https://doi.org/10.14482/indes.30.1.303.661
Ferreira, R. A., & Rodríguez, C. (2022). Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy. Brain Sciences, 12(7), 2–14. https://doi.org/10.3390/brainsci12070811
Flemming, K., & Noyes, J. (2021). Qualitative Evidence Synthesis: Where Are We at? International Journal of Qualitative Methods, 20. https://doi.org/10.1177/1609406921993276
Flor, J., González, L., & Astudillo, A. (2025). El impacto de las aulas multisensoriales en el desarrollo cognitivo y emocional de los niños de 0 a 5 años. Ciencia y Educación, 6(6.1), 575–590. https://www.cienciayeducacion.com/index.php/journal/article/view/1378
Förster, J., & López, I. (2022). Neurodesarrollo humano: un proceso de cambio continuo de un sistema abierto y sensible al contexto. Revista Médica Clínica Las Condes, 33(4), 338–346. https://doi.org/10.1016/j.rmclc.2022.06.001
French, C., Dowrick, A., Fudge, N., Pinnock, H., & Taylor, S. J. C. (2022). What do we want to get out of this? a critical interpretive synthesis of the value of process evaluations, with a practical planning framework. BMC Medical Research Methodology, 22(1), 302. https://doi.org/10.1186/s12874-022-01767-7
Goldberg, H. (2022). Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain Sciences, 12(12), 1622. https://doi.org/10.3390/brainsci12121622
Golding, A., Boes, C., & Nordin, S. (2016). Investigating learning through developmental dance movement as a kinaesthetic tool in the Early Years Foundation Stage. Research in Dance Education, 17(3), 235–267. https://doi.org/10.1080/14647893.2016.1204282
Guillén, P., & Guillen, A. (2025). Cómo aprende el cerebro: aplicaciones de la neurociencia en la educación. Una revisión sistemática. RECIAMUC, 9(1), 16–31. https://doi.org/10.26820/reciamuc/9.(1).ene.2025.16-31
Hermida, M. J., Segretin, M. S., Prats, L. M., Fracchia, C. S., Colombo, J. A., & Lipina, S. J. (2015). Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children. Trends in Neuroscience and Education, 4(1–2), 15–25. https://doi.org/10.1016/j.tine.2015.03.003
Herrera, M., Cáceres, G., Basurto, M., Ruiz, M., Mendoza, W., Baquerizo, L., & Zamora, M. (2025). Neuroeducación y Realidad Aumentada: Estrategias Interactivas para Potenciar el Desarrollo Cognitivo en la Educación Inicial. Revista Científica de Salud y Desarrollo Humano, 6(1), 1404–1426. https://doi.org/10.61368/r.s.d.h.v6i1.534
Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024). Enhancing social-emotional skills in early childhood: intervention study on the effectiveness of social and emotional learning. BMC Psychology, 12(1), 761. https://doi.org/10.1186/s40359-024-02280-w
Housman, D. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. International Journal of Child Care and Education Policy, 11(1), 2–19. https://doi.org/10.1186/s40723-017-0038-6
Leisman, G. (2022). On the Application of Developmental Cognitive Neuroscience in Educational Environments. Brain Sciences, 12(11), 1501. https://doi.org/10.3390/brainsci12111501
Leon, D., Álvarez, A., Mayorga, H., & Páez, C. (2025). Neuroplasticidad infantil, bases científicas y estrategias pedagógicas para potenciar el aprendizaje en entornos educativos. Estudios y Perspectivas Revista Científica y Académica, 5(2), 506–519. https://doi.org/10.61384/r.c.a..v5i2.1137
Liu, S., & Fisher, P. (2022). Early experience unpredictability in child development as a model for understanding the impact of the COVID-19 pandemic: A translational neuroscience perspective. Developmental Cognitive Neuroscience, 54, 101091. https://doi.org/10.1016/j.dcn.2022.101091
Maguire, M., & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. AISHE-J, 3, 3351–33514. https://doi.org/https://doi.org/10.62707/aishej.v9i3.335
Manobanda, J., & Bonilla, M. (2025). Impact of neuroscience on cognitive development during early childhood in early childhood education. Revista Científica Arbitrada de Investigación En Comunicación, Marketing y Empresa - REICOMUNICAR, 8. https://doi.org/10.46296/rc.v8i15.0327
Manzano, G., Naranjo, E., Espinoza, J., Naranjo, A., & Naranjo, P. (2024). Comparación de Métodos de Alfabetización Temprana Basados en Neuroeducación y Técnicas Tradicionales en el Desarrollo Cognitivo Infantil. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 12365–12377. https://doi.org/10.37811/cl_rcm.v8i5.14658
Mayorga, H., Páez, C., León, D., & Álvarez, A. (2025). Neurotecnología y Educación Inicial: Posibilidades para potenciar el aprendizaje temprano. Revista Escuela, Familia y Comunidad, 4(1), 23–34. https://doi.org/10.48190/revefc.v4n1a2
Mengist, W., Soromessa, T., & Legese, G. (2020). Method for conducting systematic literature review and meta-analysis for environmental science research. MethodsX, 7, 100777. https://doi.org/10.1016/j.mex.2019.100777
Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1), 6. https://doi.org/10.1186/s40723-021-00084-8
Muir, R. A., Howard, S. J., & Kervin, L. (2023). Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review. Educational Psychology Review, 35(1), 27. https://doi.org/10.1007/s10648-023-09740-6
Ocaña, Y., & Fuster, D. (2021). The bibliographical review as a research methodology. Revista Tempos e Espaços Em Educação, 14(33), e15614. https://doi.org/10.20952/revtee.v14i33.15614
Pacheco, C., Culkin, V., Putkaradze, A., & Zeng, N. (2025). Effects of movement behaviors on preschoolers’ cognition: a systematic review of randomized controlled trials. International Journal of Behavioral Nutrition and Physical Activity, 22(1), 12. https://doi.org/10.1186/s12966-025-01705-y
Pardo, K., Cuervo, L., & Villanueva, C. (2023). Intervenciones Cognitivas, Emocionales y Educativas Para Niños en Primera Infancia. Revisión Sistemática. Revista Ecuatoriana de Neurología, 32(2), 86–97. https://doi.org/10.46997/revecuatneurol32200086
Parums, D. V. (2024). Editorial: The 2024 Revision of the Declaration of Helsinki and its Continued Role as a Code of Ethics to Guide Medical Research. Medical Science Monitor, 30. https://doi.org/10.12659/MSM.947428
Pereira, L., Rojas, L., Formoso, A., Contreras, L., & Estevez, M. (2019). Influencia de la estimulación temprana en el desarrollo sensorio-motriz de niños de cuatro a seis años: una visión desde el Karate Do. Retos, 35, 147–155. https://doi.org/https://doi.org/10.47197/retos.v0i35.63104
Pérez, E., Guillén, M., Márquez, F., Vera, J., Gallegos, M., Rico, M., Aguilar, J., & Gutiérrez, I. (2024). Methodological and Statistical Considerations for Cross-Sectional, Case–Control, and Cohort Studies. Journal of Clinical Medicine, 13(14), 4005. https://doi.org/10.3390/jcm13144005
Prime, H., Andrews, K., Markwell, A., Gonzalez, A., Janus, M., Tricco, A. C., Bennett, T., & Atkinson, L. (2023). Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Clinical Child and Family Psychology Review, 26(2), 362–400. https://doi.org/10.1007/s10567-022-00423-2
Punto, E., Yepez, P., Cáceres, E., & Rondón, R. (2025). La Fascinante Conexión entre la Neurociencia y el Aprendizaje Matemático. Revista Docentes 2.0, 18(1), 382–391. https://doi.org/10.37843/rted.v18i1.630
Rodríguez, F., Rodríguez, M., Vera, D., Pitizaca, T., & Cun, P. (2025). La Neuroeducación en el Aula Infantil: Aportes Científicos Para Potenciar el Desarrollo Cognitivo y Emocional. SAGA Rev. Cienc. Multidiscip, 2(2), 171–181. https://doi.org/10.63415/saga.v2i2.90
Rozo, J., Martínez, I., & Rodríguez, A. (2024). Cajal, the neuronal theory and the idea of brain plasticity. Frontiers in Neuroanatomy, 18. https://doi.org/10.3389/fnana.2024.1331666
Rudolph, J. E., Zhong, Y., Duggal, P., Mehta, S. H., & Lau, B. (2023). Defining representativeness of study samples in medical and population health research. BMJ Medicine, 2(1), e000399. https://doi.org/10.1136/bmjmed-2022-000399
Sagnay Illapa, B. (2024). Neurodidactics and its impact on child development. Universidad Ciencia y Tecnología, 28(125), 88–96. https://doi.org/10.47460/uct.v28i125.858
Torres, G., Castillo, A., Castillo, M., Galarza, M., & García, M. (2025). Estimulación Temprana y Desarrollo Socioemocional en Educación Inicial: Estrategias Lúdicas Basadas en Neuroeducación para el Fortalecimiento de Habilidades Socioafectivas. Revista ASCE Magazine, 4(3), 766–789. https://doi.org/10.70577/asce/766.789/2025
Uğraş, M., Zengin, E., Papadakis, S., & Kalogiannakis, M. (2023). Early Childhood Learning Losses during COVID-19: Systematic Review. Sustainability (Switzerland), 15(7), 2–29. https://doi.org/10.3390/su15076199
Vargas, G., Guadarrama, J., Rizzoli, A., Narcizo, F., Medrano, G., Villagrán, D., O’Shea, D., & Muñoz, O. (2016). Análisis y comparación curricular de las estrategias o programas para el desarrollo infantil temprano en México. Boletín Médico Del Hospital Infantil de México, 73(2), 90–104. https://doi.org/10.1016/j.bmhimx.2015.10.004
Vargas, W., Zavala, E., & Zuñiga, P. (2024). Estrategias para el aprendizaje desde la neurociencia: Revisión sistemática. Revista Arbitrada Interdisciplinaria Koinonía, 9(1), 97–114. https://doi.org/10.35381/r.k.v9i1.3556
Vera, I., & Carrión, J. (2023). Estrategias neuropedagógicas para la atención del Retraso Simple del Lenguaje en infantes. Revista San Gregorio, 1(56), 56–71. https://doi.org/10.36097/rsan.v1i56.2402
Walsh, K., L’Estrange, L., Smith, R., Burr, T., & Williams, K. E. (2024). Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators. Educational Research Review, 45, 100644. https://doi.org/10.1016/j.edurev.2024.100644
Wendie, A., & Berhanu, K. (2025). Practices and challenges of implementing early childhood care and education in Bahir Dar city administration, Ethiopia. International Journal of Child Care and Education Policy, 19(1), 2–21. https://doi.org/10.1186/s40723-025-00146-1