OPTIMIZATION OF LEARNING IN THE CLASSROOM: EXECUTIVE FUNCTIONS AND EDUCATIONAL GUIDELINES FOR ITS DEVELOPMENT

The executive functions are mental processes that are currently well studied, especially from Cognitive Neuroscience. This phenomenon is due to its implication in learning in different evolutionary stages as well as in typical and atypical development population. The present article has as its first objective to present theoretical elements that allow to understand these processes: conceptualization, typology according to different authors and the specific links that they sustain with the different types of learning, both academic and daily. Secondly, to propose transversal didactic orientations that allow their stimulation in the academic context. These guidelines are linked to strategies, such as the use of good questions, learning through contextualized problems, empowerment of the strategic student and tone or socio-emotional basis through the appropriate climate of the classroom. The present is finalized with reflections that allow linking the elements treated with the executive functioning, to transcend them to the daily pedagogical task that the teacher carries out in the classrooms.