PEDAGOGICAL CONDITIONS FOR FORMING READINESS FOR LEARNING IN PRENATAL ONTOGENESIS THROUGH THE APPLICATION OF THE “SONATAL” METHOD

Abstract

The article examines pedagogical conditions for the development of readiness for learning in prenatal ontogenesis using the “Sonatal” method. In modern conditions of pedagogical science development, the prenatal period is recognized as an important stage in the formation of a child’s future cognitive and learning abilities. However, the practical use of learning stimulation methods at this stage remains insufficiently studied, which determines the relevance of this research. The “Sonatal” method, aimed at the comprehensive development of the child’s potential capabilities while still in the womb, is analyzed in detail. The methodology includes musical, verbal, and tactile stimuli that help activate the fetus’s sensory systems and form positive neurophysiological prerequisites for learning. Both quantitative and qualitative data collection methods are used in the study, including observation, questionnaires, and parent surveys, as well as an analysis of scientific literature on the topic. The study shows that the use of the “Sonatal” method helps improve the interaction between mother and child, which, in turn, fosters the emotional and cognitive development of the fetus. It was found that children exposed to this methodology demonstrate higher levels of readiness for learning in early childhood compared to a control group. The article discusses important pedagogical conditions, such as the harmonization of mother and child, the regularity of applying the methodology, and the emotional state of the mother, which contribute to the successful implementation of the “Sonatal” method. The authors emphasize the need for further interdisciplinary research to optimize and broadly implement this method in practice. The proper and regular application of this method is effective in forming readiness for learning even at the prenatal stage of child development.