MOTOR ACTION AND BRAIN PROCESSES: A NEUROSCIENTIFIC PERSPECTIVE

Аннотация

INTRODUCTION field reveal how the characteristic features of In the last decades, the interaction between nervous system are reflected in the numerous pedagogy and neurosciences has become issue of aspects of behaviour and how building experience marked interest. It has to do with asserting the is deeply affected by the interrelation between the plural complexity of brain functions, which, plentiful brain functions. alongside education sciences, help us scientifically inspect the apparatuses linked to learning A better comprehension on brain functions may, mechanisms, emotions and human behaviour. thus, lead to a better educational process, especially in those years in which brain takes form The rapid advances undergone in the neuroscience https://www.theamericanjournals.com/index.php/tajiir 51 THE USA JOURNALS THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478) VOLUME 06 ISSUE06 on the base of the maturation of the nervous memories constitute the starting point of the system, where genetic and experiential factors are following linguistic learning processes, which, in strongly intertwined. Indeed, base for step with the others, are based on motor neuropedagogy is to be found in the concept of sequences. These are quite similar to the hand or neuronal plasticity, that is the capacity of the brain head coordination movements and are of developing in a slow and progressive way, going fundamental for the coordinated creation of through several stages, which have been proven to significant sounds. be genetically determined. Throughout Cognitive processes and motor actions development the brain is in constant interaction with the outside world, through which the According to Maria Montessori2, motility and individual acquires the so called “cultural thought are strictly interwoven and that is quite imprinting”, represented by the acquisition of evident from the way our mind works and reacts. A language, behavioural regulations, moral and second worth noticing aspect is the role played by symbolic systems allowing the (non – genetic) executive functions – attention, memory, task transmission of the experience1. planning and execution capability – in the course of development. Colorado University developmental Nevertheless, in order for the brain to develop in an psychologists Naomi Friedman and Akira Miyake3 optimal way, a constant interaction between the proposed an executive functioning model, based on environmental stimulation and the nerve function a functional triad: inhibition, mental flexibility, is necessary. Human brain neural network update. develops by multiplying connections among nerve cells, thus causing an overlapping of synaptic Selecting some of the many incitements our mind contacts. “Excess” connections and cells are continuously receives is fundamental, in order to eliminated via a selective sorting process and the make significant experiences, memorise, learn. derived synaptic density is further reduced thanks That is particularly important for babies, whose to the interaction with the environment. If the mind is open to a variety of changes and sensations. latter lacks, cell death phenomena, whose functions This process entails a selective attention, a slowly are fundamental for life, may occur. Hence the developing capacity, which goes from a handful of fundamental importance of the interaction seconds, in the first few weeks and years of life, to between environment and neural development in a progressively longer time. Inconstancy and short the child’s growth. attention span are also to be linked to a scarce maturity of motivation mechanisms, which One of the first aspects to be considered is the role contribute to keep attention and counteract motility plays during the growth stage: a quite fatigue. Attentional processes are different during fundamental one if considered that motor development: children not only show to have a functions are highly represented at the level of both quite transient attention, but they are also not the cerebral cortex and the subcortex structures. capable of carrying out two tasks simultaneously. These motor actions are one of the outcomes of the Hence, if distracted from a task, they show to have significant space devoted to motility, so much so some difficulties in going back to it and focus on it that motion exercise deeply affects child’s brain once again, and they are also quite likely to lose maturation. Motor actions follow precise that experience due to the insufficient memory increasingly coordinated development stages, skills. which depend on “procedural” memories, codifying movement sequences in response to specific Older children show to have a quite short attention situations. span too: a 6-7–year-old child starts being distracted after only minutes, while a 15-16-year- These resembling sequences, defined “scripts”, old boy is able to pay attention for about 30-45 quickly enhance a range of complex muscle minutes