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TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 705 NEURODIDACTICS IN THE TRAINING OF PROFESSIONALS IN EARLY CHILDHOOD EDUCATION: SYSTEMATIC REVIEW EDWAR SALAZAR ARANGO UNIVERSIDAD CESAR VALLEJO EMAIL: [email protected]; ORCID ID: https://orcid.org/0000-0002-9635-0747 LISSETH ZULAY TEJADA ESPINOZA UNIVERSIDAD TECNOLÓGICA DEL PERÚ EMAIL: [email protected]; ORCID ID: https://orcid.org/0009-0000-9592-1459 EDUARDO HUMBERTO ARANCIBIA CÓRDOVA UNIVERSIDAD TECNOLÓGICA DEL PERÚ EMAIL: [email protected]; ORCID ID: https://orcid.org/0009-0005-1956-5196 XIMENA MADELAINE BARRETO RAMIREZ UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA EMAIL: [email protected]; ORCID ID: https://orcid.org/0000-0002-4956-7791 ABSTRACT This systematic review article explores the integration of neuroscientific principles into teacher training. It argues that neurodidactics is crucial for improving teaching and learning by enabling educators to adapt their strategies to students' cognitive and emotional characteristics. However, significant challenges in its implementation are identified, such as resistance to change and a lack of ongoing training in Latin America. The study uses the PICO method to structure the research and the PRISMA method to establish inclusion and exclusion criteria, addressing key questions about the effectiveness of neurodidactic strategies in preservice teacher training. The review of academic articles reveals a paucity of research in the region, underscoring the need to promote studies that evaluate these practices. The article concludes that neurodidactics should not only be theoretical but also applied in specific educational contexts, promoting meaningful learning and contributing to the improvement of pre-service education by developing specific, professional competencies for future pre-service teachers. Keywords: Neurolearning – Neurodidactics – Professional training – Educational strategies INTRODUCTION Current educational training scenarios integrate components that strengthen the foundations of neuroscience (Llatance et al, 2024). In this context, actors in the educational process need to better understand how the brain and mind link knowledge with cognitive development (Nicolson & Fawcett, 2019). This understanding facilitates the application of neurodidactic strategies in teaching and learning. From this perspective, it seeks to satisfy the learning needs of students through professionals trained in the application of alternatives that promote meaningful learning, adapted to current socio-educational contexts. This process requires that teacher professional education be oriented towards the fulfilment of Sustainable Development Goal (SDG) 4, in particular target 4.4, which promotes the development of quality competencies and educational relevance. Likewise, UNICEF's Strategic Plan 2022-2025 (2022) highlights the importance of promoting skills for the future. However, political, administrative, and economic factors have affected the quality of education in the region. For this reason, UNICEF proposes to improve learning outcomes in terms of quality and equity, considering the generation of research and training processes as a strategy. In Latin America, the offer of training in the area of neuroeducation is scarce (Carvajal, 2023) ; the training of teaching professionals, in different situations during their training process, is limited to cognitive structures aimed at neurodidactics as the basis of disciplinary knowledge (Calzadilla & Carvajal, 2022); there is a diversity of criteria, approaches, methods, resistance, and routine practices, in addition to little updating of knowledge (Jácome & Campos, 2023). TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 706 Neurodidactics, as an alternative and training strategy; it becomes a tool for university-level teachers, in the strengthening of different cognitive, procedural, and aptitude skills, as stated by Leyes et al. (2020) and Sotelo (2021), who also agree that this training helps to solve situations present in the educational and professional field. In relation to neurodidactics, Marina, (2019), Ocampo, (2019) refer to identifying the process, methodology, techniques, activities that can be applied in and for education from the basis of brain functioning; This includes why and how to study the factors that affect learning, analyze in depth how these processes work, and find practical methods to evaluate the effectiveness of different teaching styles. Following Tacca et al., (2019), neurodidactic strategies are classified as: operational, socio-emotional and methodological: The first refers to planning actions from the contents, taking into account the contexts of the population, interests and needs, which can be adapted during the learning process. The second strategy is based on the emotions and motivations of both the teacher and the students and how these contribute significantly to the relationships between all the actors; they help to incorporate elements of commitment, participation. The last one is aimed at the construction and consolidation of knowledge; it promotes curiosity, innovation and is based on the interrelation of the first two strategies. The principles of neurodidactics in education are based on the participation of all those involved, the first is to be alert to the stimuli of the environment in order to capture as much information as possible (González, 2017); followed by balance, it is activated when the strategy allows stimulating several areas of the brain and finally the principle of holistic vision interrelates social elements, emotions and cognition in a conscious way. Professional teacher training; part of the components of basic and initial skills and those that describe specific skills and improvement for teachers (Arregui et al; 2024); aimed at fulfilling and assuming the responsibilities of the productive world of work that are continuous, cumulative during the time of professional practice. Future teachers are expected to consider the personal scenarios and the work relationship, which permeates the field of education from public policies, the curricular model, methods, strategies, and techniques towards teaching (Ramírez et al; 2022) that directly influences professional practice. To channel the beginning of the investigative process; the PICO method is used (Sánchez, et al; 2023); It helps to identify the paradigmatic approach with some questions, which in turn direct the starting point for decision-making to the researcher. After the search for sources of bibliographic information; for the present study, the main question is established: To consider neurodidactics as a key focus in the training of professionals in Early Childhood Education?, which is based on understanding the importance of knowledge of brain functions aimed at teaching-learning (Vargas, et al; 2024). The present study is justified from its importance, in contributing to education with quality standards, integrating neuroscientific principles for teachers and allowing them to develop competencies that optimize the learning process aimed at cognitive interests and needs. It is pertinent and innovative to the extent that it can identify socio-educational contexts and apply relevant and effective neurodidactic strategies to the demand for quality professional training and offer tools that can transform traditional educational practices, promoting more meaningful learning. The usefulness of the study is manifested, in its potential to influence educational policies, in the continuous training of teachers, contributing to the improvement of early education in the region. The general research objective is described: To determine neurodidactics as a key focus in the training of professionals in Early Childhood Education, a systemic review. METHODOLOGY This systematic review article was designed using the PICO method, adapted to the educational field with a holistic approach. Research questions were structured in line with the object of study. Additionally, the PRISMA method (2020) was applied to establish the review criteria and validate the bibliographic search, considering aspects such as databases, type of journal, year of publication, authors, methodology, findings, and recommendations. For the analysis, two main categories were defined: "Neurodidactic strategies" and "Professional training of students", both linked to the Initial Education Career and oriented to the specific needs of the educational context. As specific scientific questions, related to the population under study, the following were raised: How does the integration of neurodidactic knowledge contribute? For the level of intervention, to what extent does the implementation of neurodidactic strategies contribute? In the comparison component, what training alternatives are used in a conventional model and one with neurodidactic strategies? Finally, in results, what have been the results of the application of neurodidactics? The databases "Scopus", "Web of Science" (WoS) and Scielo were used to search for information. The key terms or words were "Neurodidactics", "Vocational Training" and "Early Childhood Education", in Spanish TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 707 and English, using Boolean operators "AND" and "OR" to broaden or narrow the search (Lluís, 2017). The equations used were: Neuroscience or Neuroeducation or Neurolearning or Neurodidactics; "Vocational training" and "career guidance" and "Initial education" or "early childhood education". Subsequently, inclusion and exclusion criteria were established that facilitated the selection of data, acting as filters and parameters from the initial search (Ramos & García, 2024). These criteria were: temporality or date: from 2018 to 2025; thematic area: Social Sciences, Arts and Humanities, Neuroscience; language: English - Spanish - Portuguese; Document type: article; Limited to open access and final: article; country: Latin American - USA - Spain; keywords: Teacher training - Early education - cognitive development - teaching - neurodidactics; Revision: of the abstract. The selection process is presented in a flowchart that describes the search carried out step by step (Figure 1). FIGURE 1. SELECTION PROCESS FLOWCHART Finally, 16 academic articles were selected and analyzed and organized in a bibliographic matrix. DEVELOPMENT AND DISCUSSION The articles included in the systematic review were ordered and classified according to various criteria: name of the journal, indexing database, year of publication, authorship, recommendations and relevance of the source. This classification allowed to establish a synthesis of ideas and arguments relevant to the study. TABLE 1. ANALYSIS SYNTHESIS OF SELECTED ARTICLES No . Journal Databas e Author(s ) Methodolog y Recommendatio ns Relevance of the Source to the Research 1 Frontiers in Education Scopus PiynaMedina, C., MoralesLoro, V., FerrerRibot, M., Oliver Barceló, MDM (2024) Mixed methods approach combining qualitative and quantitative techniques It is suggested to reflect on professional competencies for early childhood educators, as this is crucial for improving initial teacher training and strengthening the teaching community The source is relevant as it has a mixed approach and includes a double perspective: exploratory and critical. It discusses the necessary competencies for early childhood educators, key in the current TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 708 educational context 2 Revista de Currículo y Docencia Scopus Mike Arthur Herán Suárez, Alejandro CruzataMartínez, Miguel A. SaavedraLópez, Ronald M. Hernánde z (2024) Quantitative approach using a descriptive and correlational design It is recommended to implement training programs focused on the use of technologies to foster classroom integration The source is relevant as it comes from a peer-reviewed journal focused on education, guaranteeing quality and relevance of the content 3 Ciencias de la Educación Scopus MaciásGómez, A., DiezR., M., SerranoLuján, L., & BordásGené, O. (2021) An experiment was conducted with two groups: one experimental (used the “Educational Hall Escape”) and one control (with a traditional format). Technologic al tools were used as content and evaluation strategies Implement strategies such as “Educational Hall Escape” in course design to introduce new concepts. Adapt the activity to focus on learning new concepts, not just reviewing existing ones The source is relevant as it is based on an educational innovation approach and focuses on “gamification” and “serious games,” providing a solid context for the study 4 Revista Interuniversitari a de Formación del Profesorado Scopus Betegón Blanca, E., Rodrígue z Medina, J., & Iturria Muñiz, M. J. (2019) Qualitative design: PretestInterventionPosttest method in a multiple case study. Observation of nonparticipant behavior before and after audiovisual stimuli were presented Implement flexible methodologies with brief interventions. Personalize strategies based on students’ specific needs The article has a qualitative approach relevant to educational contexts 5 Electrónica Interuniversitari a de Formación del Profesorado Web of Science CasillasMartín, S., & CabezasGonzález, M. (2024) Quantitative study with an experimental , descriptive, and inferential Include neurosciencerelated content in Education Degree study plans. Promote The source is relevant as it analyzes the relationship between neuroscience TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 709 design. The ALFANED scale was used to measure knowledge of neuroscience among future educators, with descriptive and inferential analysis using SPSS reflection on neuroscience in teacher training and educational practices, especially how neuroscientific knowledge impacts future teachers' training 6 Education Sciences Web of Science Peregrina Nievas, P., & GallardoMontes, C. d. P. (2023) Coding of public university study plans in Andalusia for the 2022/2023 school year was carried out. Frequencies of content and competencie s were analyzed It is recommended to improve neuroscience training for future teachers in Early Childhood and Primary Education in Andalusia. It is suggested to incorporate neuroscience content in degrees to raise awareness of its relevance The study was conducted rigorously. The journal (Education Sciences) goes through a review process, which supports its relevance due to its focus on teacher training and educational neuroscience 7 Matices: Educación y Sociedad Web of Science Borlot, C. M.; Sette, F. A. da S.; Souza, K. R. A. (2023) A study conducted in Brazil with a qualitative approach. Experiences were collected from early childhood educators who use financial education in teaching, based on the Brazilian Central Bank guidelines It is suggested to encourage the creation of educational projects that combine financial education with classroom content The source is relevant as it offers a critical and situated view of financial education in a global context, especially in vulnerable populations 8 Revista Electronic Educare Web of Science M. Painemal, S., C. Sepúlved a, & C. Muñoz (2021) Qualitative approach through semistructured interviews Use multiple sources to examine different views and explore contrasts A critical approach is taken in teacher training and educational innovation, with relevant contextualizatio TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 710 n for Latin America TABLE 1. ANALYSIS SYNTHESIS OF SELECTED ARTICLES No . Journal Databas e Author(s) Methodology Recommendatio ns Relevance of the Source to the Research 9 Revista de Educación Scielo Andrade Magalhães , Wladimyr; Souza, Q. (2024) Qualitative methodology based on collaborative narratives of students, analyzed using the nonadaptive narrative approach by Seligway & Dawson (2013) Promote innovation from the perspective of teachers and the need to rethink their training to include emotional and human development aspects, such as conflict resolution, empathy, and emotional intelligence The source is relevant because it reflects a critical and situated perspective that enriches teacher training. It values emotional and human aspects as keys for teachers' professional development 10 Revista Brasileira de Educação Scielo Zibetti, Claudio; Hergesel, D.; Alves, A. (2023) 25 lessons with university students who explored educational proposals using neurotechnolog y. These were analyzed using the "Brain Reading" and neuroeducation al didactic resources framework It is recommended to include technological innovation proposals, such as neurotechnology, in teacher training. This will strengthen pedagogical reflection and improve the cognitive and emotional development of students The article provides an updated and rigorous look at the inclusion of neurotechnologi es in education. It justifies the importance of strengthening teacher training with a focus on neuroscience and technological innovation 11 Revista Electrónica de Investigació n Educativa Scielo Barroso de Alencar, H.; Meneghett i, M.; Bignotto, M.; Bignotto, M. M. (2020) Qualitative narrative analysis of 10 social sciences students. Narratives were categorized based on the development of language and school socialization The study highlights critical reflections on the role of teacher training programs in the development of language and school socialization. Proposals focus on didactic strategies to enhance students' expressive and social skills Provides key insights into training future teachers in language and socialization development. Its critical approach adds depth to the analysis of the training process 12 Revista de Estudios y Experiencia Scielo Duque de Chinchilla, C.; Ojeda Alvarado; 25 lessons within the curriculum of the “Didactic Recommends the inclusion of innovation strategies in The source is very useful for understanding how storytelling, TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 711 s en Educación Villareal Donoso (2019) Resources” course, applying educational innovation strategies teacher training. Highlights the use of different types of resources: collaborative, visual, multimedia, etc., as well as the application of storytelling, gamification, flipped classroom, and emerging technologies gamification, and flipped learning contribute to the diversification of teaching and the improvement of teacher training 13 Educación y Educadores Scielo Malagón, M.; Pulido, C. H.; Martínez, A. M.; Lagos, Y. (2022) Qualitative study using a case study design based on the critical paradigm. The study explored the conceptions of pre-service teachers regarding critical pedagogies The study suggests reflecting on the development of critical thinking, autonomy, and transformative action. It also proposes integrating reflection and action in teaching training to foster critical education It is a relevant and current article. It presents a solid approach to teacher training based on critical pedagogy and reflection– action. It supports rethinking traditional education through teacher empowerment 14 Revista Electrónica Educare Scielo Hernández , Rodríguez, Y. M.; CisnerosCohernour, E.; ValverdePorras, A. M. (2022) Qualitative methodology with semistructured interviews conducted with pre-service teachers. The research explored emerging educational narratives related to the SDGs and 2030 Agenda The article recommends including sustainability topics in teacher training, focusing on planetary awareness, climate change, and the development of ethical and sustainable educational practices The source is powerful because it connects teacher training with global sustainability challenges. It reflects the integration of the 2030 Agenda and offers insights into innovative pedagogies aligned with global development goals 15 Formación Universitari a Scielo PérezMoreno, M.; Méndez, M.; Martínez, M. M. (2023) Qualitative methodology using content analysis of reflective journals and class discussions. The study was conducted with It is suggested to include reflection on teaching practices, emotional aspects, and metacognitive skills. The study highlights the role of metacognition The contributions are especially relevant in today’s context, where reflective practice and metacognitive skills are fundamental. It TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 712 students from the Master’s in Teacher Training program and emotional intelligence in reflective and transformative training reinforces the need for emotional and cognitive balance in teacher training 16 Aula de Encuentro Scielo YusteDomíngue z, M. J.; BlancoGijón, J. M.; RodríguezBrito, R. A. (2019) Descriptivecomparative design to assess beliefs and metaphors about teaching among education students The authors suggest creating training programs focused on identifying teaching beliefs and metaphors to understand how future teachers conceive their role and teaching models The study is relevant because it reveals teaching beliefs that influence professional identity construction. It supports critical reflection and the need to consider student representations in teacher training During the review of the articles, the relationship of each one with the two categories of analysis defined for this study was verified: "Neurodidactic strategies" and "Professional training of students", both linked to the Early Childhood Education career. TABLE 2. ANALYSIS SYNTHESIS OF SELECTED ARTICLES ACCORDING TO ANALYSIS CATEGORIES No. Journal Database Author(s) Category of Analysis: Neurodidactic Strategies in Early Childhood Education Category of Analysis: Professional Training of Early Childhood Education Students 1 Frontiers in Education Scopus PiynaMedina, C., MoralesLoro, V., FerrerRibot, M., Oliver Barceló, MDM (2024) The study focuses on the importance of neurodidactic strategies for early childhood education, emphasizing socio-emotional skills and play-based learning. It proposes that reflective and critical training contributes to understanding and applying neurodidactic strategies in the classroom The article highlights the development of professional competencies in early childhood education, especially emphasizing emotional and social dimensions. It proposes future teachers should be trained to critically reflect on their pedagogical work in the early years 2 Revista de Currículo y Docencia Scopus Mike Arthur Herán Suárez, Alejandro CruzataMartínez, Miguel A. SaavedraLópez, Ronald M. The study presents perspectives on the integration of technologies in teaching practice, including tools supported by neuroscience and digital didactics. It underlines the The article highlights the development of competencies and skills related to the professional training of early childhood educators TPM Vol. 32, No. S2, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 713 Hernández (2024) importance of technological tools for promoting motivation, attention, and meaningful learning in early education 3 Ciencias de la Educación Scopus MaciásGómez, A., Díez-R., M., SerranoLuján, L., & BordásGené, O. (2021) The use of the “Educational Hall Escape” strategy is analyzed, focusing on the development of innovation. It strengthens motivation and participation through neurodidactic tools such as games, ludic challenges, storytelling, and sensory simulations Although the study is conducted with undergraduate students in general, it allows reflection on professional training in early childhood education, especially in contexts where playful strategies can be applied 4 Revista Interuniversitaria de Formación del Profesorado Scopus Betegón Blanca, E.; Rodríguez Medina, J., & Iturria Muñiz, M. J. (2019) Neurodidactic principles are identified in the use of audiovisual and multisensory activities. The study addresses students’ attention and emotional activation and relates these elements to neuroeducational development and the need to incorporate sensory and emotional resources in teaching The study proposes the inclusion of multisensory resources and emotional development in teacher training. It values neurodidactic principles to promote inclusive and meaningful learning 5 Electrónica Interuniversitaria de Formación del Profesorado Web of Science CasillasMartín, S., & CabezasGonzález, M. (2024) The study highlights the importance of including neuroscience content in the curriculum of teacher training. It analyzes the perception of future educators and their relationship with neurodidactic concepts and results Although the main focus of the study is not early childhood education specifically, the integration of neurodidactics into teacher training allows the design of more inclusive practices 6 Education Sciences Web of Science Peregrina Nievas, P. (2023) GallardoMontes, C.d.P The study identifies that in the Andalusian university context, neurodidactic strategies are not always explicitly mentioned, but there are indirect references to neuroscience and its applications in pedagogy. 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