En Moonlight School, consideramos imprescindible que los docentes conozcan el funcionamiento del cerebro de los niños/as, para poder así adaptar el proceso de enseñanza-aprendizaje a las necesidades neuropsicológicas de los alumnos/as.
Desde la escuela tenemos la responsabilidad de conocer cuáles son los distintos aspectos neuropsicológicos implicados en el aprendizaje y tenerlos en cuenta para desarrollarlos diariamente a través de juegos y actividades, tan sencillas, que seguramente los niños/as no sean conscientes de que realmente están “ejercitando” su cerebro.
Por tanto, desarrollamos y fomentamos a través de las actividades y rutinas diarias cada aspecto neuropsicológico del niño/a, que son los siguientes:
Self organisation and planning on how to achieve them.
They will be able to solve problems they may present on during the way.
Go forward with the set goal.
Evaluate their results to assess whether they would have been better achieved by doing it differently.
This cognitive strategy helps us to collect the information, and in order to do so, we must first analyse, categorise and compare the new information with the initial one.
In our brain, the zone that functions as a “long-term storage” for memory is connected with the zone of emotions, that explains the need for the process of learning to mean “something” to children, and based on that, it shouldn’t be only a process of collecting and memorising data.
The student must get involved in the process of learning and commit to it under emotions, so to be able to actually learn.
The brain makes different auditory skills:
Figure-background discrimination (to choose what we want to hear throughout other noises that constantly surround us).
These skills will impact in activities like reading, acquiring languages and learning new ones.
The school homework and the big amount of visual stimulation around children, requires their ocular system to be efficient and coordinated.
Eyes are filled with muscles that can be trained in order to optimise their capacities such as:
The saccadic movements.
The visual accommodation.
These skills have a direct impact on the reading and motor tasks like also writing and drawing.
We live in a world where access to information and communication is massive and ubiquitous, and such information does not always correspond to reality.
Therefore, we must develop in children the ability to treat and value the information they receive, as well as the ability to develop their own criteria and thinking.
Educating in creativity means promoting the ability of children to produce original and innovative ideas, be flexible, be able to take risks, and solve problems and obstacles that arise throughout their lives.
Multiple authors establish a clear relationship between movement and learning, as the brain controls each of the movements we perform, such as walking, running, jumping ... if these are established correctly in the first years of the child's life (0 -6 years), the brain automates them.
In this way, the motor areas of the cerebral cortex responsible for these movements are left free, so that they focus on other types of learning, which are more complex and require more precision, such as writing or drawing. These tasks that involve aspects such as:
– Oculo-manual coordination.
– The Perception.
– Spatial and temporal structuring.
Dr. Jean Ayres defines sensory integration as an automatic and unconscious ability of the brain to organize the different stimuli that we receive.
Through the senses (hearing, vision, touch, proprioception ...), the brain obtains considerable amounts of sensory data about our body and our environment.
We have a Sensory Integration Room where we help the brain to “exercise” this capacity.
The organization of the information obtained will be more effective and will help the child to manage and integrate in a more productive way all the stimuli (s)he receives. Given the importance given by Neuropsychology to this factor, in our school we have a sensory integration room where children will play freely daily and with specific neuromotor exercises once a week.
Dada la importancia que desde la Neuropsicología se da a este factor, en nuestra escuela tenemos una sala de integración sensorial donde los niños/as jugarán libremente a diario y con ejercicios específicos de neuromotricidad una vez por semana.
The fact that children have a well-defined and homogeneous laterality (to be right-handed or left-handed) is the reflection of a functionally well-organized brain.
Different neuropsychological studies relate school performance to the laterality of children.
Therefore, we cannot forget the importance of children having the laterality correctly established and defined.
Thinking about multiple intelligences according to Howard Gardner formula "is a pluralistic view of the mind, which recognizes many different facets of cognition, which takes into account that people have different cognitive potentials and that contrasts different cognitive styles."
Gardner proposes eight types of intelligences:
En base a esta teoría, debemos buscar un modelo de enseñanza-aprendizaje que permita al alumno/a desarrollar sus habilidades y estrategias de las diferentes inteligencias, para lograr así, un mayor éxito académico.