Neuro functions and psychomotor skills in early childhood: critical synthesis of evidence 0-3 years

Introduction: The study described how psychomotor and neurofunctional development in early childhood formed the basis for learning, communication, and socialization. It pointed out that, between birth and age three, high brain plasticity allowed synaptic connections to be consolidated, so timely stimulation promoted attention, memory, language, and social adaptation. It also defined psychomotor skills as mind-movement integration and identified neurofunctions (laterality, spatiotemporal orientation, perceptions, and fine/gross motor skills) as organizers of thought and behavior.Development: The review systematized theoretical and empirical contributions on milestones from 0 to 3 years of age and on the role of psychologists and educators. It identified that interventions focused on motor play, body schema, and sensory perceptions were associated with the prevention of later difficulties in reading, writing, and attention. It integrated evidence from neuroeducation that linked positive emotions and physical activity with improvements in memory, motivation, and self-regulation. It recognized the heterogeneity of development mediated by cultural, health, and family factors, and highlighted the need for periodic assessments, safe affective environments, and interdisciplinary work with family participation.Conclusions. The review concluded that early intervention in neuro functions and psychomotor skills was a prerequisite—rather than a complement—for optimizing cognitive, motor, and socio-emotional trajectories. It recommended systematically training health and education professionals, standardizing screening protocols in institutions, and strengthening the continuity of stimuli at home. It pointed out gaps in longitudinal evidence and local validation of instruments, and proposed future research with longitudinal designs, academic and socio-emotional impact assessment, and cost-effectiveness analysis for scaling up.