RT info:eu-repo/semantics/bachelorThesis
T1 Instructional Design as a Cognitive Scaffold. Educating thinking through language in Early Years.
T2 Diseño instruccional como andamiaje cognitivo. Educando el pensamiento a través del lenguaje en  Educación Infantil.
A1 Gómez Andrés, Álvaro
A2 Universidad de Valladolid. Facultad de Educación de Palencia
K1 Funciones ejecutivas
K1 Autorregulación
K1 Primera infancia
K1 Neuroeducación
K1 Situación de aprendizaje
K1 Executive functions
K1 Self-Regulation
K1 Early Years
K1 Neuroeducation
K1 Learning situation
K1 5701.08 Lenguaje Infantil
K1 6104.03 Leyes del Aprendizaje
AB The present FDP investigates the impact of instructional design as cognitive scaffolding onself-regulation and executive functions (EFs) in early years education. After setting thecognitive bases, the study addresses the performance gap by examining how mediators cancompensate for young learners whose prefrontal cortex is maturing, particularly those withimpulsivity profiles or Attention Deficit/Hyperactivity Disorder (ADHD). Through a naturereserve learning situation implemented in Ireland, there is an examination of the impact of thevisual mediators and a subsequent improvement proposal. As an insight, the environmentdefinitely becomes an essential neuroeducational tool for educating thinking through language,optimising globalised learning and socio-emotional competence through Universal Design forLearning (UDL) and Project-Based Learning (PBL).
YR 2026
FD 2026
LK https://uvadoc.uva.es/handle/10324/83783
UL https://uvadoc.uva.es/handle/10324/83783
LA spa
DS UVaDOC
RD 25-mar-2026