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Psychological and Neuropsychological Factors of Education Individualization for Preschool Children in the Program “CHILDHOOD COACHING”
Gusakova M.P., Ph.D. in Psychology, Associate Professor, I.I. Mechnikov ONU, Russia
In the context of health-preservation approach to education a traumatic effect of educational technologies has been noted. The problem of preservation of health (both physical and mental) that was placed in front of the childhood neuropsychology is accompanied by an objective to correct the already formed deformations or peculiarities of development. The implementation of an integral learning-development process encounters the neuropsychological and personality characteristics of children that complicate the educational process. Therefore, in practice, a need in the third component emerges increasingly. That is the need in development correction during the learning process that makes the educational process health-preservative and at most efficient. Educational triad: development-correction-learning was implemented by us in the program “Childhood Coaching” as part of preparation for school program. Correction of learning was accomplished by increasing its accessibility (ecological dimension) through the individualization process based on neuropsychological profile of the child. Correction of development was realized by forming the educational communication network of preschooler and a facilitating psychologist’s feedback.
Keywords: correction of development, health-preservation learning, neuropsychological approach, complex psychological support of the preschoolers, educational triad development-correction-learning.
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