The article is devoted to the neuropsychological approach to the organization of an innovative environment in the context of education reform. Attention is focused on the fact that now pedagogical workers note an increase in the number of children who have learning difficulties and behavior problems. The concepts of "neuropsychology" and "child neuropsychology" are considered. Focused on leading figures of domestic and foreign neuropsychology. Manuals and articles of domestic and foreign scientists on the relevance of the neuropsychological aspect in school practice are covered. The main tasks of neuropsychology are determined. It has been found that in the foreign literature there are many modern publications on the concept of "school neuropsychology", which provide many different corrective exercises, which are addressed to teachers, psychologists, neuropsychologists, speech therapists in working with children. It is emphasized that the psychomotor development of the child is manifested in his speech, gestures, writing, emotional state. The following pattern has been noted: in order for children to learn better, they need to move more. It is emphasized that modern teachers desperately need knowledge of neuropsychology to succeed in working with today's children. The significance of the use of neuropsychological techniques in the educational process is revealed. The focus is on speech skills, which are closely related to fine motor skills. Kinesiology exercises have been shown to play an important role in the functioning of the right and left hemispheres of the brain. Examples of moving exercises that improve the functioning of the child's brain are given.
The article aims to study and summarize the historical experience of training adult education specialists in Ukraine and compare it with the politically unbiased experience of Western Europe. It analyzes the origins of adult education didactic and justifies the evolution of scientific-theoretical approaches to building the content, organizational forms and methods of adult learning. Besides, the article traces the stages and reasons behind socio-political and sociocultural changes in the content of education. It describes a stable development of organizational forms and methods of adult learning which adhere to the specifics of adult learners and boost their activity. The article proves that Soviet Ukrainian andragogy depended on state planning, ideology and favoured the public good over the personal good. Furthermore, the article substantiates evolutionary processes in the development of the professional training system for adults in Ukraine and Western Europe and identifies the coverage of the issue in question in the scientific literature. The findings of the comparative study suggest ways to improve the current system of adult education in Ukraine and develop andragogy as its scientific-theoretical and methodological basis.
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