Pedagogical mediation of the initial education teacher from neuro-learning

Abstract

The purpose of this essay is to analyze the pedagogical mediation of the Early Education teacher from Neurolearning, considering pedagogical mediation as that process of social, historical and cultural interaction as Vygotsky points out and as the fundamental axis of the learning that the teacher develops in the classroom. According to Ausubel statements, all this in order to promote the learning process of boys and girls at the level of Initial Education, an educational process complemented by neurolearning, which takes into account brain function as a basis for the development of activities at carried out in the classroom and outside of it, stimulating not only the interest, but also the creativity and brain function of the boys and girls in their care, so that they obtain meaningful experiences that awaken their curiosity and the desire to learn considering the fundamental aspects that arise through neurolearning.