SCHOOL ACTIVITIES AND COGNITION: AN ANALYSIS OF THE COGNITIVE LEARNING PROCESS AND CHILDHOOD NEUROPLASTICITY

Abstract

This article sought to analyze the impact of school activities on cognitive development and childhood neuroplasticity, especially in children aged 2 to 7 years. The main objective is to understand how exposure to educational stimuli can strengthen neural connections and optimize the learning process. The research methodology consists of a systematic literature review, where studies directly addressing the relationship between cognition, childhood learning, and neuroplasticity were selected, allowing for an in-depth analysis of these mechanisms. The results indicate that structured and enriching school environments favor neurocognitive development, promoting brain adaptations that facilitate knowledge assimilation. Additionally, pedagogical practices based on neuroscience prove to be effective in enhancing learning, making it more contextualized and meaningful. It was concluded that the integration between education and science contributes to the formulation of more assertive educational policies and teaching methodologies, thus allowing for academic development progress from the early years of schooling.