儿童神经系统的发展与教育的充实

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2015-12-01 DOI:10.1016/j.pse.2015.08.006
Gerry Leisman , Raed Mualem , Safa Khayat Mughrabi
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引用次数: 24

摘要

早期生活事件可以对大脑结构和行为发展的模式产生强大的影响。本文探讨了神经系统可塑性的本质,神经系统中功能连接的本质,以及连接学的应用,以更好地理解功能神经学的概念,从而照亮学前和小学教育的教学方法。本文还研究了大脑发育的遗传基础,如突触发生、可塑性和关键期,因为它们与数量、语言和知觉发展有关。讨论了儿童的学校和家庭环境如何与发育中的大脑的结构和功能相互作用和改变。对于儿童来说,经验的作用是维持和扩展儿童的早期接线图,这对于儿童早期以后有效的认知和神经发育是必要的。
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The neurological development of the child with the educational enrichment in mind

Early life events can exert a powerful influence on both the pattern of brain architecture and behavioral development. The paper examines the nature of nervous system plasticity, the nature of functional connectivities in the nervous system, and the application of connectography to better understand the concept of a functional neurology that can shed light on approaches to instruction in preschool and primary education. The paper also examines the genetic underpinnings of brain development such as synaptogenesis, plasticity, and critical periods as they relate to numerosity, language and perceptual development. Discussed is how the child's environment in school and home interact with and modify the structures and functions of the developing brain. The role of experience for the child is to both maintain and expand the child's early wiring diagram necessary for effective cognitive as well as neurological development beyond early childhood.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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