Material didáctico de acciones neuroeducativas para mejorar la atención en niños de tercer año
DOI:
https://doi.org/10.62697/rmiie.v5i1.273Keywords:
Neuroeducation, neurodidactics, sustained attention, self-regulation, pedagogical interventionAbstract
Childhood attention is a key driver of learning and cognitive–emotional development; strengthening it directly supports self-regulation and school performance. This study aims to design and implement a didactic material with neuroeducational actions to improve attention among third-grade students at the Unidad Educativa Bilingüe Interamericana in Cuenca, Ecuador. It starts from a concrete problem: low levels of sustained, selective, divided, and alternating attention observed in the classroom, associated with traditional practices and the need for brief, playful, multisensory strategies. The research involved a sample of 30 students and adopted a mixed-methods approach with a pre-experimental, single-group pre–post design, combining a classroom observation guide, teacher surveys, and expert judgment; analytic–synthetic and inductive–deductive methods were used to integrate the evidence. The intervention, titled “Explorando la Atención: Aventuras del Cerebro en el Aula,” was organized in blocks by attention type and implemented over four weeks (two 10–15-minute sessions per week), using accessible materials and orienting students toward self-regulation. It is expected that strengthening attentional processes will enhance participation and performance in real classroom contexts. The findings support the pertinence, applicability, and potential sustainability of the proposal and suggest replicability in similar school settings.
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Copyright (c) 2025 Ana Belén Ortega-Gavilanes, Andrea Johanna Pucha-Quizhpe, Nelly Hodelin-Amable
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