The objective of this research is to propose the implementation of neurostimulating architecture strategies for the design of early childhood educational centers. These strategies could be relevant for their implementation in rapidly growing urban areas in Peru, where many children lack access to early education. There has been an increase of 4.40% in the dropout rate at this educational level in recent years, and it has been observed that classrooms and educational facilities are not adequately prepared to accommodate the activities of this educational level. Likewise, the difficulty in accessing simple architectural design strategies that enhance cognitive development in children is concerning, especially when infants in early childhood have a natural capacity to acquire new knowledge, which, if not stimulated, could impact their adult lives. The research methodology adopts a mixed approach, analyzing two educational centers in the Villa El Salvador district to evaluate their current conditions in relation to neurostimulating architecture indicators. Interviews with specialists, questionnaires for the study subjects, and an observation guide were also used. This comprehensive approach allows for a better analysis and interpretation of the results. As a result, accessible design archetypes based on nine neurostimulating architecture indicators (illumination, green areas, shape, size, layout, accessibility, scale, colors, materiality) were obtained, and these were applied in an architectural design proposal for an early education center. In conclusion, the application of neurostimulating architecture as a strategy in the design of early childhood education centers has the potential to improve learning and enhance early cognitive development.