Neurodidactics and chess: pathways for teacher training in early childhood education

Abstract

Educational systems in Latin America focus on consolidating teacher´s transformation practices thanks to teacher training and professional development sessions. This aspect is a fundamental strategy for optimizing the quality of education. Teachers focus on reinventing their work and improving the relevance and significance of their performance. This article analyzes the different perspectives of authors who explain training strategies for normalist teachers in a context where pedagogical practices are transversalized by neurodidactics practices and the use of chess as a didactical tool. This investigation is based on a qualitative study; the state-of-the-art concept supports the background of initial training in early childhood education. The literature review supports the initial training processes of teachers in their context modeling educational practices in which the strengthening of their executive functions is based on the experience of playful, experiential, and interactive learning experiences.