Can parents literally ‘design’ their children’s brain?
Neuroeducation applied by parents can help their children learn better.
Positive stimuli and emotions enjoyed in the family environment, help children build their inner world and interpret external reality.
Not surprisingly, experts say, the family is the first school for learning. Such learning is, in the words of neuroscientists, occurs only if you love what you want to learn, and that is closely linked to the emotional experience.
Today it is known that the brain changes biologically, due to the effect of neuronal plasticity, with each experience; that each brain is unique and that emotions have a preponderant role in learning and memory.
Therefore, neuroscientists insist on the importance of parents learning neuroeducation, since they are the first designers of their children’s brains.
“Neurosciences have shown how the brain works in real-time, and this gives you the opportunity to tune in better with your children, not only at an emotional, educational and practical level.
For example, many already put into practice the advantages of teaching them to retrace their steps if they have not done something quite right because they have understood that making mistakes is, neither more nor less, a great opportunity to learn.
The interesting thing is that, by assuming a role of emotional commitment in the education of children, parents also change the chemistry of the brain, teaching their children to know their emotions and the way they learn best.
Parents who acquire knowledge of neuroeducation techniques help their children learn more easily.
They can carry out simple strategies and foster growth mentality in them, knowing that neuronal plasticity will enable them to learn better what today costs them a little if they practice it. The premise used by many parents that they do not know how to help their children learn or learn better is no longer acceptable.
When a child thinks, he imagines. When he builds his mind he also models the biology of his brain in interaction with adults.
Parents and children can learn about the functioning of the brain and thus learn metacognition, or the way about how we think. Knowing how the brain works is useful for learning science and humanities, and for developing social skills and emotional intelligence.
Through neuroscience, parents have better tools to help their children’s emotional and intellectual development, and they can enrich their education and learning using metacognition, information retrieval, or retrieval practice to take advantage of such situations and develop empathy, cooperation, care, social optimism, kindness and self-knowledge.
However, ignoring tools about neuroeducation and neuroscience does not imply that parents cannot properly educate their children.
But it is a reality that knowledge of neuroscience and its application in education can help parents educate their children in a conscious and informed way, and seek that their children’s teachers be aware of this knowledge and know-how to apply it in their classrooms.
The teacher introduces himself as the figure that implements an integrative education and for this, it is important to learn new knowledge, but also, to know how a brain works, how to connect with students, what strategies to apply in the subjects and so on.
Today it is not enough for children and adolescents to go to technologically innovative classrooms every day if teachers do not know what new neuroeducational techniques they have to develop the social and human potential of their students.
Understanding the brain is very important because each brain is unique, which means that there is no single way to learn.
The social brain must be part of the curriculum. If teachers learn and apply these principles, it will improve the quality of life, both parents and children and of the teachers themselves, because applying learning strategies based on neuroscience principles, such as retrieval practice, spacing practices and intercalating content does not imply greater resources or excessive workload.
On the contrary, activities can be prepared in a very short time and with a high impact on the learning outcomes of our children.