Neurosciences and Education

Abstract

The knowledge of brain processes can be translated into the possibility of a better educational process, especially in those years when the brain takes shape on the basis of a nervous maturation in which genetic and experiential factors are intertwined.

In this perspective motor exercise has a crucial role that has a vast impact on the maturing of the infant mind. In the course of growth, in fact, the brain initially needs to make tactile and motor experiences, the starting point for the maturation of the higher areas, those of language and complex thought. The relationship between senses and motility is therefore at the center of many aspects of neuropedagogy focused on the infantile mind as concrete, based on direct interaction. The development of motor memories during childhood indicates that memory is not only about the mental but also the somatic, based on procedures that are not explicit, difficult to formalize in linguistic terms. In essence, a better understanding of how our brain works and the characteristics of its development can make education engage with concrete knowledge. A neuroscientific approach to education can make it clear to parents and teachers how many experiences depend on how the brain is made and how it works and consequently this knowledge can translate itself into a better approach to the training process.