<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100082</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.754</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de las Intervenciones Basadas en Neurociencia en el Aprendizaje Temprano]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of Neuroscience-Based Interventions on Early Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambrano-Vélez]]></surname>
<given-names><![CDATA[Wilson Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomalá-Suárez]]></surname>
<given-names><![CDATA[Janina Rosalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Íñiguez Apolo]]></surname>
<given-names><![CDATA[Lenin Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Del-Pezo-Lainez]]></surname>
<given-names><![CDATA[Andrea Annabella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal Península de Santa Elena  ]]></institution>
<addr-line><![CDATA[La Libertad ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal Península de Santa Elena  ]]></institution>
<addr-line><![CDATA[La Libertad ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Estatal Península de Santa Elena  ]]></institution>
<addr-line><![CDATA[La Libertad ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Estatal Península de Santa Elena  ]]></institution>
<addr-line><![CDATA[La Libertad ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>82</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En los últimos años, la aplicación de la neurociencia en la educación ha mostrado un crecimiento significativo, dado que proporciona explicaciones sobre cómo aprende el cerebro. El objetivo de la investigación consistió en sistematizar la evidencia empírica disponible sobre el impacto de las intervenciones basadas en la neurociencia dirigidas al aprendizaje temprano. El trabajo se enmarcó en el paradigma hermenéutico-interpretativo, método sistémico, enfoque cualitativo, diseño narrativo temático, tipo documental bibliográfico y de corte transversal; la población se abordó en Scopus, Web of Science (Wos) y Google Scholar, con una muestra de 14 artículos; en la selección y análisis se empleó COVIDENCE y la técnica de PRISMA en tres niveles de flujo. Los hallazgos indicaron que, intervenciones como programas de regulación emocional y función ejecutiva, actividades cinestésicas y sensoriomotoras e intervenciones multisensoriales/asistidas por tecnología, son aplicadas bajo principios de neuroplasticidad, estimulación sensorial y corregulación emocional e integración sensoriomotora, y generan impactos positivos en el aprendizaje temprano y en áreas específicas como el desarrollo cognitivo, socioemocional y motor, siendo en su mayoría estudios con diseños experimentales y cuasiexperimentales con evaluaciones pre y post intervención en niños de 0 a 6 años. Se concluye que este enfoque de intervención contribuye al fortalecimiento del bienestar infantil y al diseño de entornos de aprendizaje más sensibles a las necesidades del desarrollo integral en la primera infancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In recent years, the application of neuroscience in education has grown significantly because it explains how the brain learns. This research aimed to systematize the available empirical evidence on the impact of neuroscience-based interventions for early learning. The study adopted a hermeneutic-interpretive paradigm, a systemic method, a qualitative approach, a thematic narrative design, a documentary-bibliographic review design, and a cross-sectional scope. The search covered Scopus, Web of Science (WoS), and Google Scholar, and the final sample comprised 14 articles. The review used Covidence and the PRISMA technique for selection and analysis through a three-level flow. The findings indicated that interventions such as emotional regulation and executive function programs, kinesthetic and sensorimotor activities, and multisensory/technology-assisted interventions were grounded in principles of neuroplasticity, sensory stimulation, emotional co-regulation, and sensorimotor integration. These interventions produced positive effects on early learning and on specific areas such as cognitive, socioemotional, and motor development, and most studies used experimental and quasi-experimental designs with pre- and post-intervention assessments in children aged 0 to 6 years. The review concluded that this intervention approach strengthens child well-being and supports the design of learning environments that are more responsive to the needs of comprehensive development in early childhood.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Intervenciones]]></kwd>
<kwd lng="es"><![CDATA[neurociencia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje temprano]]></kwd>
<kwd lng="es"><![CDATA[impacto]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática.]]></kwd>
<kwd lng="en"><![CDATA[Interventions]]></kwd>
<kwd lng="en"><![CDATA[neuroscience]]></kwd>
<kwd lng="en"><![CDATA[early learning]]></kwd>
<kwd lng="en"><![CDATA[impact]]></kwd>
<kwd lng="en"><![CDATA[systematic review.]]></kwd>
</kwd-group>
</article-meta>
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