Neuropsychological Approach in Teaching Children in the Context of Partnership Pedagogy as a Key Component of NUS

Abstract

The article is devoted to neuropsychological approach in teaching children through the prism of partnership pedagogy as a key component of NUS. The essence of the concepts of “partnership pedagogy”, “neuropsychology” is considered. The focus is made on the recently coined term “cooperation pedagogy”. Manuals, articles of domestic and foreign teachers on the partnership between school and family are covered. It is proved that according to the NUS Concept, the common goal for parents, teachers and administration of an educational institution is to educate and raise successful children with developed intellect who understand their own emotions, know how to control them, listen to others, and etc. It was found that the founder of neuropsychology is considered to be Luria, A., who developed a theory of localization of higher mental functions of the brain. It is proved that the concept of “higher mental functions” appeared due to Vygotsky, L., who formulated the main statements in this direction. It was found that Ukrainian teachers together with parents are aimed at teaching and raising a healthy, successful child. It has been observed that difficulties in student teaching are caused by dysfunction of one of the hemispheres of the brain. Neuropsychologists proved that the reason of this is neuromotor immaturity. It is noted that there are many resources for Ukrainian teachers which they can use to improve their knowledge of neuropsychology. Emphasis is placed on the benefits of kinesiological exercises. Various tools are highlighted that can be used by educators and parents for neuropsychological correction of the child. The focus is made on organization of partnership pedagogy in foreign schools. It is stated that a Center for Development and Evaluation of Family Model Partnerships has been established in London.

Development of the preschool teachers’ partnership competence

“…Researches on the teachers' partnership competence is generally focused on the interaction between students and teachers of different school age [3], [4]. However, there are not enough studies on the preschool teachers' interaction with young children in the kindergartens, their parents and between the preschool teachers' staff.…”