Modelo Estudiantes del siglo XXI Prejardín-2º
Inhibición
La inhibición, un componente del funcionamiento ejecutivo, es la habilidad cognitiva de suprimir la atención a entradas irrelevantes y de enfocarse en estímulos o información pertinente, y puede a veces llamarse control inhibitorio. La inhibición es esencial para la Autorregulación, permitiendo a los estudiantes regular sus pensamientos y acciones. De hecho, una característica del éxito en la autorregulación es la capacidad de los niños para inhibir activamente impulsos que son incompatibles con sus metas. Esta es una razón por la cual la inhibición es muy importante para el éxito temprano de los niños en la escuela; facilita el aprendizaje en el aula ayudando a los niños a seguir las expectativas y rutinas del aula. También juega un papel clave en la resolución de problemas y el aprendizaje al apoyar la capacidad de enfocarse en la información y las metas para la tarea en cuestión.
Ideas Principales
La inhibición comienza a desarrollarse alrededor de los tres a cuatro años y continúa desarrollándose durante la adolescencia. La inhibición ocurre a nivel conductual, donde las respuestas son controladas, y a nivel cognitivo, donde la atención se centra en la información relevante. Sin embargo, puede ser difícil separar estas áreas ya que la inhibición cognitiva promueve la inhibición conductual. Además, a menudo se sugiere que el control inhibitorio debe desglosarse aún más al pensar en cómo y qué se está inhibiendo, y que estos pueden desarrollarse de manera diferente. Por ejemplo:
- Fuerza inhibitoria, la capacidad de superar una fuerte tendencia instintiva, a menudo asociada con la inhibición cognitiva (por ejemplo, razonamiento), y
- Resistencia inhibitoria, la capacidad de inhibir activamente una acción deseable por un largo período de tiempo, a menudo asociada con la inhibición conductual (por ejemplo, autocontrol).
Mientras que la fuerza inhibitoria típicamente se desarrolla completamente alrededor de los cinco años, la investigación sugiere que la resistencia inhibitoria de los niños se desarrolla junto con la maduración del cerebro y los cambios en el uso de estrategias con el tiempo. Este desarrollo prolongado puede explicar por qué los niños pueden tener dificultad para inhibir una respuesta no deseada durante un periodo prolongado. Esta dificultad puede resultar en frustración o sentirse abrumados cuando trabajan hacia metas a largo plazo. Los educadores pueden apoyar la resistencia inhibitoria a través de juegos que practiquen estas habilidades, y discutiendo y modelando estas habilidades.
La inhibición, al igual que todas las funciones ejecutivas, es susceptible a influencias ambientales, incluidos factores de estrés como Experiencias Adversas, que pueden interferir con el desarrollo y procesamiento, y pueden causar dificultades académicas y conductuales si no se apoyan. Algunos estudiantes, incluidos aquellos con TDAH o discapacidades de aprendizaje como dislexia y discalculia, pueden mostrar diferencias al usar el control inhibitorio para apoyar su enfoque y aprendizaje debido a diferencias en la estructura del cerebro y patrones de desarrollo.
Aprender más
En esta sección encontrarás microcredenciales ofrecidas por nuestro aliado Digital Promise. Ten en cuenta que están disponibles en inglés y fuera de nuestro sitio web.
Executive Function: una microcredencial para apoyar las habilidades de función ejecutiva de los estudiantes.
Inhibition: una microcredencial para identificar y apoyar la inhibición de los estudiantes.
Referencias
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