Different neuroscientific experts, such as Francisco Mora (doctor of medicine and neuroscience), affirm that the brain is structured in different areas and not all children have the same type of brain development , which should not be seen as something negative, since the The consequence is simply a different rate of learning. In fact, there are those who have a brain structure that facilitates musical learning , those who have an intellect more prepared for the arts, and also those who are more adept at visualizing the abstract.




In this sense, and depending on each structure and the type of brain development, some learning will be easier than others for each child. And this is important to bear in mind, because if a parent or teacher does not understand this reality, they can make the mistake of forcing the child’s learning , which would, in all probability, lead to consequences of suffering that would also affect other areas of their lives. For this reason, in this article, we want to highlight the different consequences that a child’s “forced” learning could bring , according to neuroscience, and that should be taken into account when assessing the true learning of a child.


Consequences of forced learning in children


  • Learning in a forced way creates frustration , since the child is forced to reach a goal that from their perspective is impossible in the given time. Each child’s pace is completely different, and should be respected for optimal learning outcomes. Frustration also leads to low self-esteem, especially when comparisons are made with other children who do achieve the proposed goals. At this point, children may begin to believe that there is something negative in them and that it is their fault for the suffering of their parents or teachers for not reaching the established goals and within the agreed deadlines.


  • Forced learning kills the child’s curiosity, which is very sad, since curiosity is the raw material of learning and it is something that the little ones always tend to have innately . If a child does not want to know or know something, he will not seek to investigate or inquire about the subject. If a child does not show interest in a topic, it is because they are not yet ready to receive such information, not because they lack curiosity or commitment.


  • A forced and untimely learning disconnects the knowledge of positive emotion, since the child begins to associate learning with frustration, anger or annoyance . These are negative emotions for the educational environment, therefore, the child will avoid studying so as not to have to feel all those associated negative emotions .


  • Forcing children to learn can lead to bad behavior and low selfesteem , as it can make them think that they cannot achieve the goals set by their teachers. This feeling can create a significant level of demotivation , causing absurd or even violent behavior.


But the most important thing to keep in mind in all this is that a child who learns faster is not smarter than another who does it in a longer time, and that is why neuroeducation is important and should be taken into account when establishing educational plans , markers and goals to meet. Ultimately, what should matter in the way of learning is what the child is able to do with his knowledge once he achieves it, because that should be the true objective, to achieve it, and not that it be done in the shortest time possible.




Neuroeducation opens our minds to the true meaning of learning, that which takes education away from suffering and allows the youngest to interact and work with each other under the same conditions , which without a doubt should be applied in the classroom as soon as possible . And is that, if what we learn causes us suffering … how can we make children feel attracted and motivated to continue learning?


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