Contemporary Innovative Approaches to Neuropsychological Remediation in Preschool and Early Primary School Age

Abstract

The article presents a theoretical analysis of contemporary international studies on the neurobiological foundations of reading and speech development, sensorimotor integration, and executive functions in early childhood. The relevance of the study is determined by the growing number of children experiencing learning, behavioral, and emotional difficulties, which requires scientifically grounded approaches to psychological and educational support. The paper examines the role of brain neuroplasticity and age-related maturation of regulatory and integrative neural systems in the development of cognitive and speech functions. Particular attention is given to the significance of sensorimotor integration, executive functions, and interhemispheric interaction for the formation of attention, self-regulation, and learning abilities. The potential of neuropsychological remediation programs in supporting preschool and early primary school children is analyzed. It is substantiated that the use of innovative neurocorrection approaches contributes to the activation of neural connections, improvement of cognitive functioning, and development of speech and regulatory processes. The findings suggest that neuropsychological remediation represents a promising direction for supporting children’s mental and cognitive development and for facilitating their successful adaptation to the educational environment. Further research should focus on clarifying the mechanisms through which neurocorrection methods influence cognitive development and learning processes in children.