MÓZG DZIECKA NIE UCZY SIĘ W STRESIE. NEURODYDAKTYKA W NAUCZANIU JĘZYKÓW OBCYCH W EDUKACJI WCZESNOSZKOLNEJ
THE BRAIN DOES NOT LEARN UNDER STRESS: NEURODIDACTICS IN EARLY FOREIGN LANGUAGE EDUCATION

Summary/Abstract: This article explores the relationship between brain function, stress, and foreign language learning in early childhood education. Drawing on insights from neuroscience, psychology, and applied linguistics, it emphasises the importance of emotional safety and supportive teacher-student relationships in language acquisition. The first part outlines the neurobiological mechanisms of stress that affect learning. The second part offers practical strategies and a checklist to help teachers create brain-friendly classroom environments that support both emotional and cognitive development.

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