Bibliographic citations
Cuba, D., Obregon, A. (2024). Neuroarquitectura aplicada al diseño de la Institución Educativa Nº565 Sencca Chectuyoc para la mejora del desarrollo cognitivo de los alumnos de nivel inicial [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/6540
Cuba, D., Obregon, A. Neuroarquitectura aplicada al diseño de la Institución Educativa Nº565 Sencca Chectuyoc para la mejora del desarrollo cognitivo de los alumnos de nivel inicial []. PE: Universidad Andina del Cusco; 2024. https://hdl.handle.net/20.500.12557/6540
@misc{sunedu/3693275,
title = "Neuroarquitectura aplicada al diseño de la Institución Educativa Nº565 Sencca Chectuyoc para la mejora del desarrollo cognitivo de los alumnos de nivel inicial",
author = "Obregon Carpio, Alexia Mercedes",
publisher = "Universidad Andina del Cusco",
year = "2024"
}
Education during early childhood forms a base level for the formation of the human being in which cognitive development is a fundamental part. Thus, the architectural proposal of the I.E.I N°. 565 uses neuroarchitecture criteria in conjunction with the respective educational regulations, seeking that the space can be used as teaching material and can improve the cognitive processes of intention, concentration and creativity. Neuroscience helps find applicable criteria in an educational institution since the brain process of attention, concentration and creativity is activated; Once stimulated, mechanisms can be conceived for the development of cognitive processes. When attention is achieved together with concentration and curiosity about a topic, it can be developed in a creative way in which children can develop fully, with the teacher as a guide. Thus, neuroarchitecture helps the solid construction of cognitive development, giving individual opportunity to each person without maintaining homogeneity, since the development of the mind occurs individually. Neuroarchitecture applied to educational equipment in Peru seeks to generate a social transformation between student, environment and space, in which the student, through experiences and stimuli, can develop cognitive and social aspects that are constantly influenced by various factors that agglomerate in the same space, which establish a sequence of architectural requirements that are evidenced through technological, functional, formal and contextual solutions.
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