Preschool education specialists training program.

Mambetalina, Aliya S.; Karmelyuk, Anastassiya Vyacheslavovna; Saliyeva, Aigul Zhanaevna; Tokatligil, Yuliya S.; Niyazbekovna, Zhumabekova Fatima

doi:10.17748/2686-9969-2021-4-1-31-43

Cited by 2 publications

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“…Regarding applying the neuropedagogic approach to teaching primary schoolchildren, it starts with the understanding of typological characteristics of the learners at this age and peculiarities of their mental development, in particular. For instance, neuropedagogue is a specialist who can identify the cause of learning failure and difficulties (frequently due to the incorrect functioning of a certain area of the brain or its immaturity) and develop an individual correction program for the learner that contains the suitable subject matter (Mambetalina et al, 2019). Analysis of the cognitive theories of learning would help teachers dive in the bases of neuropedagogy.…”

Section: Introductionmentioning

confidence: 99%

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

SADREIMOVA

2024

Pedagogy and Psychology

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The article analyzes the possibilities of using a neuropedagogic approach for the formation of successful learning. Since neuropedagogy presently is at an early stage of its development, the attitude towards it may be different. Neuropedagogy offers a new perspective on the child’s education, providing own teaching methods based on the features of the development of the brain and nervous system of a child. So, when working with primary school students, teachers are invited to apply methods of active learning, multisensory perception, consolidation of the practice of restoring cognitive resources of the brain, and learning based on the characteristics of the nervous system. At the same time, neuropedagogy does not require the exclusion of traditional teaching methods. It perfectly complements them, allowing educators to make the learning process softer, more interesting and more accessible for the child. In addition to the advantages, there are also a number of difficulties that arise when using neuropedagogics: the lack of a scientific and methodological base and available methods. This is primarily due to the fact that the given branch of science is not fully formed and integrated in the system of education. Further investigation of the perspectives of using neuropedagogics for teaching primary school children is relevant since it can potentially introduce progressive methods and views into the learning process. Except the theoretical analysis of realization of neuropedagogical approach in the educational process, the article evaluates the degree of primary school teachers’ awareness of neuropedagogy as a science, as well as the neuropedagogical methods and techniques applicable in teaching children of junior school age. As a result, we may conclude that today’s educators do not have enough knowledge and understanding of the theory and practice of neuropedagogy and, therefore, need special trainings and methodological recommendations on the implementation of the neuropedagogical approach. Keywords: neuropedagogics, junior classes, children, school, training.

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Section: Introductionmentioning

confidence: 99%

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

SADREIMOVA

2024

Pedagogy and Psychology

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“…Neurobiologists, such as Della Sala and Anderson are discovering the relevance of their work for real-world learning. Some researchers, such as Antoshchuk (2007), Blake (2004), Kocherha (2011), Mambetalina (2019), Moskvin (1997), Sirotyuk (2003) emphasize that it is not enough for pedagogy to use knowledge only in psychology. Therefore, we studied the issue in detail and drew our conclusions based on theoretical and methodological analysis and research.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Neuropedagogic Approaches and the Formation of Skills of Primary School Students

Vasilieva

Reipolska²,

Podoliuk³

et al. 2023

RREM

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The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children.

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Preschool education specialists training program.

Cited by 2 publications

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Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

The Relationship between Neuropedagogic Approaches and the Formation of Skills of Primary School Students

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