Biological mechanisms of learning and neural control in sensitive periods of child development

Abstract

The present study aimed to describe the biological mechanisms of learning, fundamentally those that affect the sensitive periods of child development. In order to achieve this objective, the documentary bibliography was used as the main research method, through which the existing information on the topic under analysis was consulted, allowing a compilation of the doctrine both nationally and internationally in this regard. They reviewed books, journals, essays and research papers, which made it possible to identify the main concepts and thoughts that have been built around learning from philosophy and practice. The methodological approach of the research turned out to be qualitative, from which it is concluded that the learning process starts from a genetic and biological condition that manages to transform itself from the social interaction that the boy or girl achieves with his fellow and with the adults who they participate, guide and guide the teaching process. The construction of knowledge is, therefore, an eminently active process not only because it responds to neuronal exchange but also because it varies according to the social historical context that stimulates children’s development, allows it to develop in an integral manner and contributes to the experience, the exchange with other people and the environment that surrounds them positively affects their thinking, attention and education in general.