A neuropsychological approach to supporting the learning of primary school children

Abstract

The relevance of this study stems from the need to rethink traditional approaches to teaching primary school students and the increasing incidence of learning difficulties in primary school students due to the immaturity of higher mental functions. A neuropsychological approach allows us to identify the mechanisms underlying various difficulties and develop effective remedial and developmental interventions. This article examines the potential of a neuropsychological approach as a means of improving the effectiveness of primary school education. An analysis of the scientific literature on the topic of the study revealed that neuropsychological diagnostics and intervention, based on A. R. Luria's theory of the three brain structures, is a valid tool for working with primary school students. This approach focuses not on the external manifestations of academic failure, but on their underlying cerebral causes. This article presents the results of an experimental study aimed at developing and improving higher mental functions in primary school students. The study was conducted at the Impuls office-studio for psychological development and children's leisure in Neryungri (10 students aged 7-8). The reliability of the obtained data was ensured by the use of quantitative data processing methods, including the Wilcoxon t-rank test. Based on a summary of psychological and pedagogical experience and an analysis of the initial diagnostic results, correctional and developmental methods and techniques were selected and tested during the formative phase of the study.