Las estrategias neurodidácticas y su relación con la educación emocional en los niños de preparatoria

Abstract

This research, entitled "Neurodidactic strategies and their relationship with emotional education in high school children, Machala, 2025," was born from the need evident in the educational context: the lack of active teaching-learning strategies to strengthen the emotional education provided by teachers in preschool, since this provides a fundamental basis for producing meaningful learning in the child population. Therefore, the study's main objective is to describe the relationship between neurodidactic strategies and emotional education in high school children. To this end, quantitative research was used, with a relational scope and a non-experimental design, since there is no need to demonstrate a dependency relationship between cause-effect studies due to the fact that the variables are not manipulated. However, two types of research instruments were used: a non-participatory observation guide, which was administered to 7 teachers and 23 children from two different educational establishments, and, at two different times, a closed-ended questionnaire, which was only intended for teachers. The application of these instruments allowed for more accurate corroboration of the observed problems. This resulted in many negative aspects of teachers' teaching, causing collateral damage to children's learning due to the failure to address neurodidactic strategies focused on emotional education. In this regard, a guide called "Neurodidactic Strategies: Brain, Learning, and Emotion" was proposed. This guide responds to the principles of neuroeducation for the holistic development of children and ensures that pedagogical practices intentionally include varied activities that engage the entire brain.