Neurodesenvolvimento e educação infantil: a relevância do conhecimento para a prática pedagógica

Abstract

Early childhood constitutes a decisive phase in human maturation, characterized by accelerated brain development and the formation of neural networks fundamental for learning. In this scenario, Early Childhood Education consolidates itself as the first stage of Basic Education, assuming a central role in promoting integral formation by articulating the inseparable dimensions of caring and educating. This school stage is determinant for brain architecture, since high childhood neuroplasticity is actively shaped by social interactions and intentional pedagogical practices that transform environmental stimuli into cognitive and socio-emotional development. Thus, the present work has the general objective of analyzing the relevance of knowledge about neurodevelopment for pedagogical practice in Early Childhood Education. The methodology adopted consisted of qualitative bibliographic research, based on Brazilian legal frameworks, such as the National Common Curricular Base (BNCC) and the Law of Guidelines and Bases of National Education (LDB), and on reference authors such as Piaget, Vygotsky, Cosenza, and Guerra. The results highlight that the child's brain has high neuroplasticity, being shaped by stimuli, interactions, and the environment. The investigation demonstrates the inseparability between emotion and cognition, evidencing that affective and safe environments are neurobiological requirements for meaningful learning. Furthermore, the role of executive functions and the importance of evidence-based pedagogical strategies, such as playing, which acts as an essential stimulus for synaptic connections, are discussed. It is concluded that pedagogical planning based on neurodevelopment does not replace traditional pedagogy but qualifies it, allowing the educator to act with greater intentionality, respecting biological rhythms and enhancing the child's integral development.