Neurociencias y Formación De Profesores Para La Educación Infantil

  1. Zabalza Beraza, Miguel Ángel 1
  2. Zabalza Cerdeiriña, María Ainoa 2
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Journal:
RELAdEI: revista latinoamericana de educación infantil

ISSN: 2255-0666

Year of publication: 2018

Issue Title: Neurociencias y educación infantil

Volume: 7

Issue: 1

Pages: 78-85

Type: Article

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More publications in: RELAdEI: revista latinoamericana de educación infantil

Abstract

It is not expected that the neurosciences solve the problems of Early Childhood Education, nor those that afflict teachers training. But it would be enough if they could help us to illuminate our actions with a different light, the one that comes from scientific evidences. Based on this position of quite relative expectations, this article raises three points of special relevance for those of us who work in Early Childhood Education: (a) what the neurosciences have given us from the point of view of child development; (b) what we can use from their contributions in educational work and (c) what new knowledge about the brain requires of us in terms of teachers training.

Data source: Dialnet