Neurodidactic strategies to promote the norms of school coexistence in children of first grade
DOI:
https://doi.org/10.51736/sa.v7i1.192Keywords:
school coexistence, neurodidactic strategies, child development, evaluation, elementary education.Abstract
The need to effectively address school coexistence in students in the first year of elementary school has motivated this study, focused on the design and implementation of a program of neurodidactic strategies. With the purpose of strengthening coexistence norms, the main objective was to explore neurodidactic theories and evaluate their applicability in the school context. The sample included 34 parents and 11 teachers from the Interamerican Bilingual Educational Unit. The methodology included an exhaustive bibliographic review, surveys, participant observation in the classroom and validation by expert criteria. The results, derived from the initial diagnosis, revealed problem areas in school coexistence, highlighting the need for specific interventions. The literature review provided the theoretical basis for the design of neurodidactic strategies adapted to these needs. Validation by expert criteria supported the relevance and quality of the designed program. Parent and teacher surveys reflected divergent perceptions on coexistence and neurodidactic strategies, underscoring the importance of considering the perspectives of both groups. This study, by integrating theoretical contributions with the practical reality of the classroom, presents a comprehensive approach to improve school coexistence and promote the integral development of first grade students.
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Copyright (c) 2024 Hipatia Cecilia Quiroz Meneses, María Esilda Bernal Cordero, Edgar Ezequiel Luna Sánchez, Wilber Ortiz Aguilar
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