Neuropsychological Approach in Teaching Children in the Context of Partnership Pedagogy as a Key Component of NUS

The article is devoted to neuropsychological approach in teaching children through the prism of partnership pedagogy as a key component of NUS. The essence of the concepts of “partnership pedagogy”, “neuropsychology” is considered. The focus is made on the recently coined term “cooperation pedagogy”. Manuals, articles of domestic and foreign teachers on the partnership between school and family are covered. It is proved that according to the NUS Concept, the common goal for parents, teachers and administration of an educational institution is to educate and raise successful children with developed intellect who understand their own emotions, know how to control them, listen to others, and etc. It was found that the founder of neuropsychology is considered to be Luria, A., who developed a theory of localization of higher mental functions of the brain. It is proved that the concept of “higher mental functions” appeared due to Vygotsky, L., who formulated the main statements in this direction. It was found that Ukrainian teachers together with parents are aimed at teaching and raising a healthy, successful child. It has been observed that difficulties in student teaching are caused by dysfunction of one of the hemispheres of the brain. Neuropsychologists proved that the reason of this is neuromotor immaturity. It is noted that there are many resources for Ukrainian teachers which they can use to improve their knowledge of neuropsychology. Emphasis is placed on the benefits of kinesiological exercises. Various tools are highlighted that can be used by educators and parents for neuropsychological correction of the child. The focus is made on organization of partnership pedagogy in foreign schools. It is stated that a Center for Development and Evaluation of Family Model Partnerships has been established in London.</p

Innovative Educational Environment in the Conditions of Educational Reform: Neuropsychological Approach

The article is devoted to the neuropsychological approach to the organization of an innovative environment in the context of education reform. Attention is focused on the fact that now pedagogical workers note an increase in the number of children who have learning difficulties and behavior problems. The concepts of "neuropsychology" and "child neuropsychology" are considered. Focused on leading figures of domestic and foreign neuropsychology. Manuals and articles of domestic and foreign scientists on the relevance of the neuropsychological aspect in school practice are covered. The main tasks of neuropsychology are determined. It has been found that in the foreign literature there are many modern publications on the concept of "school neuropsychology", which provide many different corrective exercises, which are addressed to teachers, psychologists, neuropsychologists, speech therapists in working with children. It is emphasized that the psychomotor development of the child is manifested in his speech, gestures, writing, emotional state. The following pattern has been noted: in order for children to learn better, they need to move more. It is emphasized that modern teachers desperately need knowledge of neuropsychology to succeed in working with today's children. The significance of the use of neuropsychological techniques in the educational process is revealed. The focus is on speech skills, which are closely related to fine motor skills. Kinesiology exercises have been shown to play an important role in the functioning of the right and left hemispheres of the brain. Examples of moving exercises that improve the functioning of the child's brain are given. </em