Mental Arithmetic, Neuropsychological Techniques and Kinesiology as Basic Methods in the Development of Cognitive Processes in Preschoolers and Primary Schoolchildren

The article considers the features of the application of the program, which was developed for children of preschool and primary school age with learning difficulties and developmental disabilities. The program is based on neuropsychological and kinesiological approaches, as well as mnemonics. The purpose of the program is to develop memory, attention, as well as increase motivation for learning and self-confidence among normotypical children. Preliminary experience has shown that for children with disabilities the “Mental arithmetic” technology is only partially applicable, since, on the one hand, the results of the correction of mental processes and motivation are not fixed for a long period of time, and, on the other hand, children with disabilities do not withstand the rhythm of a 60-minute lesson, quickly get tired and refuse to do it. In this regard, it was decided to identify technologies that allow children, without experiencing stress and fatigue, to replenish their physical strength — while intensively engaging in intellectual exercises and developing independence. The article describes the practical development of areas and approaches in which the above technologies are used and give stable and sustainable results.

1. Galperin P.Ya. Lektsii po psikhologii. 5th ed. Moscow: Knizhnyi dom Universitet, 2010. 397 p. (In Russ.).
2. Dennison P., Dennison G. Gimnastika mozga: kniga dlya uchitelei i roditelei. Saint Petersburg: VES’, 2016. 320 p. (In Russ.).
3. Diyanova Z.V., Shchegoleva T.M. Obshchaya psikhologiya. Poznavatel’nye protsessy: Uchebnoe posobie. 4-e izd., ispr. i dop. Moscow: Yurait, 2019. 149 p. (In Russ.).
4. Luriya A.R. Malen’kaya knizhka o bol’shoi pamyati. Moscow: Eidos, 1994. 102 p. (In Russ.).
5. Luriya A.R. Mozg cheloveka i psikhicheskie protsessy. Moscow: Pedagogika, 1970. 495 p. (In Russ.).
6. Glozman Zh.M. (ed.). Prakticheskaya neiropsikhologiya. Pomoshch’ neuspevayushchim shkol’nikam. Moscow: Eksmo, 2010. (In Russ.).
7. Savenkov A.I., Karpova S.I., Vershinina N.A. Obogashchenie soderzhaniya obrazovaniya kak faktor raz-vitiya detskoi odarennosti [Education Content Enrichment as a Factor of Children’s Giftedness Development]. Vestnik MGPU. Seriya: Pedagogika i psikhologiya = MCU Journal of Pedagogy and Psychology, 2012, no. 3 (21), pp. 73–83. (In Russ.).
8. Semago N.Ya., Semago M.M. Teoriya i praktika otsenki psikhicheskogo razvitiya rebenka: doshkol’nyi i mladshii shkol’nyi vozrast. Saint Petersburg: Rech’, 2005. 384 p. (In Russ.).
9. Semenovich A.V. V labirintakh razvivayushchegosya mozga. Shifry i kody neiropsikhologii. Moscow: Genezis, 2010. 432 p. (In Russ.).