Neuropsychological Support for Teaching Young School-Age Children Annotation

Nataliya STEPANCHENKO, Neonila PARTYKO, Petro RYBALKO, Svitlana BOBROVYTSKA, Nataliia SERDIUK, Olena MUDRYK

Abstract


The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.


Keywords


neuropsychological correction, neuropsychological diagnostics, neuropsychological methods, cognitive processes, academic performance, neuropsychological exercises

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