NEUROPSYCHOLOGICAL APPROACH IN WORKING WITH CHILDREN OF YOUNGER SCHOOL AGE

Abstract

The article examines the peculiarities of the development of higher mental functions in children of primary school age. The relevance of the topic is determined by the need to optimize the educational process in primary school and create favorable conditions for children’s cognitive development. The paper examines the theoretical foundations of the development of higher mental functions, analyzes the specifics of their formation in the context of educational activities. Special attention is paid to the analysis of modern approaches to understanding the mechanisms of development of memory, attention, thinking and speech in younger schoolchildren. The research methodology is based on a comprehensive approach, which includes theoretical analysis of psychological and pedagogical literature, generalization and systematization of scientific data. It has been established that in primary school age there is an intensive development of the arbitrariness of mental processes, the formation of an internal plan of action, and the development of reflection. It is noted that the development of cognitive processes in primary school age occurs unevenly and has individual characteristics for each child. Individual differences in the development of cognitive processes can reach 30-40%. It was found that the development of cognitive processes at this age is uneven, as well as the positive influence of group work on the development of students’ communication skills and social intelligence. The authors focus on the fact that the nature of educational activity significantly affects the rates and features of the development of higher mental functions. In particular, the use of problem-based learning methods and group work contributes to a more intensive development of verbal and logical thinking and communication skills. The results of the study emphasize the great practical importance of understanding the specifics of the development of higher mental functions in primary school age for the organization of an effective educational process. It allows developing and implementing pedagogical technologies that take into account the patterns of mental development of children of this age, contribute to the optimal formation of their cognitive and communication skills.