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mitos y realidades
Neurociencias y educacin: un
puente para ensear y aprender
Florencia Salvarezza
Directora del Instituto de Neurocienccias y Educacion (INE)
Fundacion INECO
fsalvarezza@ineco.org.ar | www.ineco.org.ar | www.fundacionineco.org
Evidencia
Modelos contemporneos de desarrollo infantil:
Siegler
Bloom
Kuhl
Bishop
Bjorklund
Golinkoff
Gopnik
Meltzoff
3
neurociencias
neurociencia
pedagoga
educacional
psicologa
6
EL
CEREBRO
TRABAJA
EN RED!
usamos TODO
no hay personas mas cerebro derecho y otras mas izquierdo
Es un mito que:
Los individuos aprenden mejor cuando
reciben informacin en su estilo preferido
(ej.: auditivo, visual, kinetico).
"teachers must be aware of and act on the science within the art of teaching.
K. Fischer
aprender y aprender
en el mbito escolar
15
Education research
Components Description
7
Creativity involves producing original ideas that are unusual or
Imagination Inspiring a Generation
Report of teacher and parent surveys
novel, and it sometimes involves combining two or more different
& Originality concepts to create a new, synthesized idea. Children express their
1
Carol Dweck, http://nilofermerchant.com/2013/09/27/do-you-trust-in-your- ability-to-grow/
2
Please refer to page 57 in Inspiring a Generation to Create for our reference list.
4 Executive Summary: Inspiring a Generation to Create: Critical Components of Creativity in Children 2015 Center for Childhood Creativity 2015 Center for Childhood Creativity Executive Summary: Inspiring a Generation to Create: Critical Components of Creativity in Children 1
4/4/16
Learning & The Brain Conference
April 2016
1 16
Hechos de las neurociencias:
EL CEREBRO ES PLSTICO
ser bilinge es siempre una ventaja
cognitivo
Beneficios del Bilingismo
Mejora las funciones ejecutivas (planificacin,
resolucin de conflictos, categorizacin, etc).
Mejor cognicin social
Menores tasas de demencia en la vejez
salud/personal social
El ritmo circadiano ( reloj biolgico)
zona de la imitacin
conflicto
la correccin
la practica
Emociones
cognicin social
SCREENING OF SCHOOL READINESS SKILLS: A REVIEW OF
THE LITERATURE
LECTURA
MATEMATICAS
Across all 6 studies, the strongest predictors of later
achievement are school-entry math, reading, and attention skills.
A meta-analysis of the results shows that early math skills have
the greatest predictive power, followed by reading and then
attention skills. ATENCION
dislexia
adquisicin
Learning Disabilities refer to a number of
organizacin
disorders which may affect the acquisition,
organization, retention, understanding or
comprensin
use of verbal or nonverbal information.
These disorders
retencinaffect learning in individuals
NIH, USA; Academia Nacional de pediatria, USA; NIH Canada; DSMV; childtrends.org;
National center for learning disorders; DISFAM; CIE 10; AAPediatria.
Learning disabilities are due to genetic and/or
neurobiological factors or injury that alters brain
functioning in a manner
gentico which affects one or
/ neurobiolgico
more processes related to learning.
29
Dislexia
Dehaene, S. 2011
Los trastornos del lenguaje
impactan en todos los
dominios observables
Trastornos especficos del Lenguaje: TEL / TDL / TL
Prevalencia : 7%
impacto significativo en el progreso
educativo
mejor a los 5.7
niveles lectores bajos a
bajo a los 5.7 aos aos
los 8.6 aos
34%
TL a los 4
66%
Bishop & Edmundson, 1987, Bishop & Snowling, 2004; Catts & Kamhi, 2005
Los trastornos del lenguaje verbal a menudo
persisten en formas sutiles, o algunas veces,
en forma dramtica.
Leonard, 1998
anomalias Lbulo temporal:
regiones poco activadas,
conectividad alterada
The brains of dyslexic children present a
number of characteristic anomalies: the
anatomy of the temporal lobe is disorganized,
its connectivity is altered, and several regions
are insufficiently activated during reading.
The disorder is suspected to have a strong
genetic component, and four susceptibility
genes have been identified, most of which
control neuronal migration, a major event in
the construction of the brain during
pregnancy
fuerte
control de la componente
migracin neuronal gentico , 4 genes
identificados
Estudio longitudinal de Finlandia, The Jyvskyl Longitudinal Study
of Dyslexia (JLD) ,
antes de los 6 meses de edad
contrastes
group comparisons fonolgicos
at earlier age showed that the at-risk group had
(a) differences in brain event-related potentials (ERPs) to speech
and tone contrasts already at birth and 6 months of age (Leppnen
conocimiento
et al., 1999; 2002; Guttorm et al., 2001.differences in categorizing
RAN
phonemic length at 6 months of age (Richardsonde et letras
al., 2003), and
morfologia
(c) poorer skills than control group children in various cognitive skills
that are known to predict reading and spelling (e.g. vocabulary,
vocabulario
inflectional morphology, phonological processing, letterfonologia
knowledge,
and rapid automatized naming) starting from language measures
already at the age 2 of years
predictores de la lectura
el cerebro lector
Dehaene,S. Aprender a leer.
Maurer et al 2006
Brem et al 2010
Byrne & Fielding-Bransley, 1993, 1995
National institute of child health and human development, 2000
Shanahan & Lonigan 2010 enseanza explicita
ms rpido
mejor comprensin
Al finalizar 1er grado el 80 % de los nios lee
4-6
Stanislas Dehaene
los mtodos mas exitosos para ensear lectura ensean las bases
fonmicas del alfabeto desde el da 1.
Los chicos que aprendieron con ese mtodo estaban 1 o ms aos
adelantados en lectura que los grupos controles y las medias nacionales
Se deben ensear las letras, grafemas, y sus sonidos,
fonemas.
Yong Zhao
50
Gracias
florsalvarezza@gmail.com