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Proteger los cerebros, no simplemente estimular las mentes.

Jack P Shonkoff¹

¹Center on the Developing Child at Harvard University, 50 Church Street, Cambridge, MA 02138, USA. jack_shonkoff@harvard.edu

Science (New York, N.Y.)

|August 20, 2011

Resumen

La educación de la primera infancia necesita tanto el aprendizaje de la ciencia como las intervenciones de la biología de la adversidad. La combinación de enriquecimiento cognitivo con la mitigación del estrés apoya el desarrollo saludable del cerebro para mejores resultados.

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Área de la Ciencia:

Educación de la primera infancia educación infantil.
La neurociencia es la neurociencia.
Psicología del desarrollo psicología del desarrollo.

Sus antecedentes:

Los entornos de aprendizaje temprano impactan el desarrollo neurológico.
Las experiencias estresantes pueden interrumpir el desarrollo de habilidades cruciales.

Objetivo del estudio:

Integrar el enriquecimiento cognitivo-lingüístico con intervenciones que aborden la adversidad temprana.
Mejorar la trayectoria de desarrollo de las funciones ejecutivas, la regulación emocional y la adaptación del comportamiento.

Principales métodos:

Aprovechar la neuroplasticidad durante períodos de desarrollo sensibles.
Combinando el enriquecimiento educativo con intervenciones biológicas protectoras.

Principales resultados:

La neuroplasticidad apoya el desarrollo de habilidades cuando se mitiga el estrés.
Las intervenciones pueden fomentar una adaptación positiva a pesar de la adversidad temprana.

Conclusiones:

Un enfoque dual es necesario para un óptimo desarrollo de la primera infancia.
La colaboración entre científicos, profesionales y responsables políticos es crucial para las estrategias efectivas.