ATTENTIONAL PROCESSES IN EARLY INFANCY: EVIDENCE FROM NEUROSCIENCE AND IMPLICATIONS FOR PEDAGOGICAL PRACTICE

Resumo

This study examines the contributions of attentional processes during early infancy from a neuroscientific perspective. Through a systematic review of recent scientific literature, complemented by seminal and foundational works in the field, it explores the pedagogical potential of intentional Neuroeducation-based practices aimed at fostering and strengthening attentional capacities during the earliest years of childhood. The study is characterized as a bibliographic investigation grounded in the analysis of scientific research addressing the relationships among attentional processes, early infancy, pedagogical practices, and neuroscience. The findings indicate that attention is a fundamental process for learning, as the attentional filter is responsible for selecting, organizing, and subsequently consolidating information into memory. The review also demonstrates that attentional processes are closely associated with other cognitive mechanisms, including motivation, emotion, and executive functions, requiring the integrated functioning of these systems, since attention plays a crucial role in memory consolidation and effective learning. Furthermore, the study discusses the relevance of neuroscientific knowledge as an important resource for enhancing pedagogical practice, particularly through the incorporation of playful and musical elements into educational planning for infants and toddlers. It concludes that a deeper understanding of attentional processes can support teachers in designing more intentional and effective pedagogical practices, thereby promoting child development not only in terms of learning outcomes but also in relation to children's holistic development and overall well-being.