CC BY
0UDC 37.011.33
THE ROLE OF NEUROPEDAGOGY IN THE DEVELOPMENT OF CREATIVE AND COGNITIVE SKILLS IN PRESCHOOL CHILDREN
ZHANAR SHAZHABAYEVA PhD student of the Kazakh National Pedagogical Abai University, Almaty, Kazakhstan
ANAR ALIMBEKOVA Associate Professor, PhD Doctor of the Kazakh National Pedagogical Abai University,
Almaty, Kazakhstan
ASSEM BULSHEKBAEVA
Associate Professor, PhD Doctor of the Kazakh National Pedagogical Abai University,
Almaty, Kazakhstan
Abstract. This article explores the role of neuropedagogy in developing creative and cognitive skills in preschoolers. It discusses modern approaches and methods that foster the development of cognitive abilities, emotional intelligence, and creative skills in children. The work also reviews contributions from both domestic andforeign researchers in the field of neuropedagogy and provides an explanation of the scientific term "neuropedagogy." Techniques based on the asymmetric functionality of the brain are compiled, and several CogniFit neurotechnologies are proposed for enhancing the creative and cognitive skills of preschoolers. The conclusion is that a neuropedagogic approach to child education is a crucial step towards creating an intelligent, creative, and emotionally mature generation.
Keywords: neuropedagogy, neurotechnics, development of mental and creative skills, creative thinking, preschool education.
Introduction. Recently, the need for a close relationship between brain science and pedagogy has been identified, leading to the emergence of a new discipline—neuropedagogy. This interdisciplinary connection explores how the principles of neuroscience can be applied in pedagogy to enhance the quality of education and upbringing. The use of neuropedagogic exercises in teaching preschoolers is particularly important because this is the age when the foundation for higher mental functions, especially creative and cognitive ones, is established. Additionally, since the brains of children under the age of six exhibit high neuroplasticity, it allows for the use of specific techniques to stimulate neural connections that support the development of these skills.
Neuropedagogy as a science reflects a person-centered approach to education, standing at the intersection of disciplines such as pedagogy, psychology, psychophysiology, neuropsychology, cybernetics, and neurobiology. The goal of neuropedagogy is to find creative and optimal solutions to pedagogical challenges by considering patterns of brain development and the formation of higher mental functions such as attention, memory, perception, speech, thinking, and imagination. Neuropedagogy is based on knowledge about brain function, neuron interaction, and the formation of skills and abilities. In developing creative and cognitive skills in preschoolers, it is essential to adhere to the following principles of neuropedagogy:
1. Active Participation: When a person actively engages in a process, the brain perceives and learns the skill faster and more easily. Therefore, it is necessary to conduct training in an interactive format, incorporating game elements, discussions, and practical tasks into educational activities.
2. Individualization of Learning: Each child is unique, and the approach to learning and upbringing should consider individual characteristics such as learning style, interests, and developmental level.
3. Development of Emotional Intelligence: Emotional state directly affects educational outcomes. It is crucial to create a positive and supportive atmosphere in neuropedagogy. Materials and Methods. This article examines the role of neuropedagogy in developing creative and cognitive skills in preschoolers. To analyze and systematize the data, methods such as content analysis, synthesis, and systematization were used, allowing for in-depth research and a well-reasoned presentation of the results.
The object of the study is the development of cognitive and creative skills in preschoolers. The subject of the study is the effectiveness of neuropedagogic methods in the preschool educational process.
Discussion and Results. The science of neuropedagogy is studied in Kazakhstan within the fields of psychology, pedagogy, and medical sciences. In his dissertation, Kalmakov T. I. explores "Scientific Ideas and Activities of I. P. Pavlov in the Context of the Development of Pedagogical Theory and Practice in Russia in the Twentieth Century" and discusses the evolution of differential psychology and its contribution to the new integral science of neuropedagogy [1]. R. B. Karimova views neuropedagogy as a key issue in the professional education of teachers [2]. A. S. Mambetalina, M. M. Ryskulova, and Z. N. Zhumagalieva examine both Kazakh and foreign experiences with applying the neuropedagogical approach in educational processes [3].
American and British scientists comprehensively analyze the importance of neuroscience in education and consider neuropedagogy essential for the progress of educational technologies [4]. Russian scientist V. G. Stepanov prefers the term "neuropsychopedagogy" when studying neuropedagogy, emphasizing that while pedagogy includes education and upbringing, psychology directly examines brain functions and mental processes [5]. Yu.S. Shkurko and V. A. Bazhanov argue that the application of neuropedagogy in preschool education can prevent dyscalculia and dyslexia [6]. They also highlight neuropedagogy as a critical research field in exploring:
• Knowledge deepening suitable for specific educational forms;
• The nature of the interaction between knowledge growth and the deterioration of executive functions and memory;
• Neurobiological mechanisms of stress affecting learning and memory;
• Specific types of learning where interactivity is optimal;
• The role of gender and socio-cultural differences in education;
• Methods of overcoming "mathematical anxiety."
The brain is constantly adapting and reorganizing its activities based on incoming information. The neural structure can regenerate (neurogenesis), and physical activity plays a significant role in this process. However, there is a global trend of decreasing physical activity among children, accompanied by an increase in passive activities, often involving sitting at a desk. Therefore, it is important to incorporate both active physical movements and neuropedagogic exercises into preschool education. Physical education is now included not only as individual classes but also as special breaks in the daily schedule, contributing to improved academic performance [7].
Preschool age is a critical stage for developing creative and cognitive skills. Neuropedagogy offers several effective methods to encourage these skills:
At preschool age, creativity manifests through play, drawing, music, and role-playing activities. Neuropedagogy focuses on the following actions:
1. Gaming Activities: Games with dramatic elements (role-playing), construction (building blocks), and imaginative play stimulate brain activity, develop abstract thinking, and enhance problem-solving abilities.
2. Music and Visual Arts: These activities stimulate various brain areas and improve coordination, attention, and analytical thinking. Music and art also help develop emotional intelligence, a key aspect of creativity.
3. Experiments and Research: Allowing children to experiment with different materials and tasks fosters creativity and critical thinking. Science lessons such as experimental physics,
chemistry, and biology can help children understand and master complex processes. Experiments should be age-appropriate and aligned with children's interests. For developing preschoolers' cognitive abilities, neuropedagogy offers:
• Interactive Technologies and Games: Using educational applications and virtual games can significantly increase children's interest in learning and enhance their cognitive skills.
• Diverse Teaching Methods: Including various methods and formats (games, discussions, excursions) helps children better absorb information and develop logical, critical thinking.
• Memory and Attention Development: Memory games, puzzles, and attention tasks improve memory and concentration, stimulating the growth of neural connections in the brain. Modern educational paradigms emphasize the physiology and functional asymmetry of the
human brain. Age-appropriate educational tasks are ultimately based on the functions of brain activity at different stages. While mechanical memory prevails in preschoolers, it is gradually replaced by logical thinking as they reach primary school age (8-11 years). Neuropedagogic exercises in preschool institutions should aim to develop the functions of both brain hemispheres and address functional asymmetry.
Neuropedagogic exercises, also known as neurotechnologies, are increasingly used in education. One well-known neurotechnology is CogniFit, which activates students' cognitive abilities and helps overcome learning difficulties associated with cognitive disabilities. This technology aims to develop cognitive processes such as perception, attention, memory, and thinking. In this regard, we propose several cognitive neurotechnics aimed at enhancing the creative and cognitive abilities of preschool children (Table 1).
Table 1
CogniFit Neurotechnics for preschool childrenCogniFit-ti neurotechnicalar
Directed mental process exercise name description Neuropedagogical essence
of the technique for concentration "find the difference" children should be asked to find their differences by showing them similar pictures. This develops attention to detail and observation and control
"repeat me" children should repeat the sequence of actions of the teacher. For example, clapping your hands, jumping, taking steps, etc . can help improve short-term memory and attentionzhaksartuga komektesedi
.techniques for memory training "pictures for memory" you must place several picture cards on the table and show them to the children within a few seconds. Then you need to remove them, ask children to remember the pictures and describe them develops long-term memory
"treasure" to hide toys in different places and give children a link (hint) to find it, you need to develop children's ability to navigate (orientation)
techniques for developing logical thinking "build a tower" by giving children building blocks of different sizes and the task is to build a tower based on the size of the blocks it develops spatial thinking and logical planning
"Find the extra" offer children a combination of objects such as "apple, orange, ball" etc. To find the extra that does not belong to each group and it helps to develop logical thinking and the ability to argue.
encourage them to explain their choice
Techniques for developing speech and imagination " rano, rano, rano..." We suggest that children come up with a story using different toys. It develops imagination, speech and creative thinking
"draw a story" instructs children to draw a story as a picture, which will be a continuation of the previous exercise. This encourages creative thinking and visual perception
techniques for developing spatial perception "Puzzle and mosaic" offer the creation of puzzles with pictures or mosaics with colored elements. It helps to improve spatial perception and coordination
by using "Guess the Path" by drawing a maze on paper and making children focus on sounds or tactile sensations; or instructing them to complete it with their eyes closed. It develops spatial thinking and sensory skills
physical exercises combined with mental tasks "brain training" Preparing and performing a number of physical exercises with elements of mental tasks such as "Guess the answer to the riddle and jump in a circleular dayyndap, balalarga zhasatu " stimulates this coordination and mental activity.
"Rhythmic Riddles " Ask children questions or riddles while moving in the exercise. For example, when a child jumps, say, " How many fingers are there on one hand? What season does June belong to?getting answers to questions
about the sensory experience technique "sensory bag" it is necessary that objects with different textures are packed in the bag and allow children to predict it by simply stroking it develops touch and attention to detail
"patterns in the sand" children can draw different patterns of sand or grits withp, p of sousa improvescoordination of movements and creative perception
These exercises help to develop the basic cognitive and creative functions of preschoolers, as well as lay the foundation for successful learning in the future. Regular performance of such tasks, in addition to brain neuroimaging, helps to improve cognitive abilities, emotional and social development of children.
Conclusion.
Neuropedagogy provides powerful tools for developing creative and cognitive skills of preschoolers. Understanding and implementation of neuropedagogic principles in the process of education and upbringing makes it possible to create optimal conditions for the comprehensive development of children, which, in turn, contributes to the formation of high intellectual and cognitive-creative skills in them. This approach to parenting and teaching children can be an important step towards creating an intelligent, creative and emotionally mature generation.
The main goal of modern education and upbringing of a new generation is the development of cognitive and creative skills of preschoolers. But in order for students to meet the requirements of
the modern information society, they must be able to independently design their knowledge. To achieve this goal, they need special competencies and personal qualities based on the higher mental functions of the brain and nervous system, ensuring the adaptation of personality to knowledge, the so-called neuroposequences, the boundaries of which have not yet been established. It is known that such competencies are formed on the basis of neuropedagogic technologies. Thus, personalized neuroimaging is becoming a modern trend in preparing the younger generation for a dynamic and rapidly changing socio-professional future.
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