Neuropsychological strategies and learning environments to enhance neurodevelopment and inclusion in childhood

Abstract

Introduction: child neurodevelopment is a fundamental process for the acquisition of cognitive, socio-emotional, and behavioral skills, which are decisive in school and social life. This theoretical–propositional article aims to articulate neuropsychological strategies and inclusive learning environments as complementary elements to enhance integral development in childhood.
Methods: it was developed through a documentary review, analyzing relevant literature extracted from indexed databases such as Scopus and Web of Science, prioritizing recent studies (2019–2024). After the analysis, an integrative model is proposed that considers three levels: cognitive–neuropsychological, pedagogical–environmental, and socio–community. The role of the teacher as a mediator, the participation of families, and the support of inclusive public policies are emphasized.
Results: the results demonstrate that strategies such as strengthening executive functions, multisensory stimulation, neurofeedback, and emotional self-regulation significantly favor children’s attention, working memory, and emotional regulation. The proposal confirms the importance of integrating inclusive environments, conceived as physical, pedagogical, social, and digital spaces to guarantee equity and inclusion.
Conclusions: this research contributes to the academic debate by offering an innovative perspective that strengthens the link between neuropsychology and inclusive education, with implications for research, pedagogical practice, and educational policies.