THE IMPORTANCE OF NEUROPEDAGOGY IN MODELLING PERSONALIZED LEARNING FOR FIRST-GRADERS

Abstract

To ensure successful schooling for children, teachers must first of all understand their students. It’s crucial to understand not only the age-specific developmental characteristics of children, their individual abilities and inclinations, but also their attention, thinking, memory, and temperament. These characteristics are linked to the functioning of the cerebral cortex. The science that determines the neurophysiological characteristics of children’s education is called neuropedagogy. Based on theoretical studies of neuropedagogy and experimental work, the authors offer specific recommendations for modeling personalized learning for first-graders. Taking individual neuropsychological characteristics into account helps minimize the difficulties students face in their first year of school and ensure successful learning. The authors conclude that personalization by means of neuropedagogy and pedagogical technologies developed on its basis provides the most in-depth approach to the study of new topics, immersion in the essence of the problem under study, increases interest in obtaining new knowledge, expands the scope of realizing one’s own creative potential; it creates conditions for a subsequent gradual transition from pedagogical support to self-study.