Applied Neuroscience as biopsychosocial factors that affect the learning of school-age children

Abstract

This research arises from the need to evaluate the environment of children based on biopsychosocial factors and their influence on the efficiency of learning, through neuroscience applied to education; schools face challenges that are not only referred to the academic curriculum, in previous studies it has been shown that education must integrate training with well-being, physical and emotional health. The main objective is to investigate through applied neuroscience the incidence of biopsychosocial factors in learning in school age, using an explanatory qualitative-inductive approach methodology, with a documentary review of twenty-five articles and previous investigations as a data collection technique. data, characteristics that teacher, school and family can apply effectively are described, as a scope a journey is made through learning as a social practice of transformative posture, where the family is a socio-educational agent and contributes by natural association to learning, health, well-being and good nutrition, thus promoting that children maintain interest, motivation and energy for their development in the school environment. The results show that neuroscience studies conducts and behaviors that occur in school coexistence, and that the school climate and motivation are factors related to success in learning acquisition. Concluding that neuroscience reviews the influence of the environment of the human being, sensory reactions and response to these stimuli, in education it is applied to enhance cognitive development and comprehensive learning, although many times some deficiencies can be highlighted and that would negatively influence learning.