Kupriyanchuk M.N., Suslova E.S., Savkina O.M. Features of developing work with preschool children within neuropsychological approach

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Keywords: emotional-personal sphere the development of mental functions neuropsychological correction psychocorrectional job anxiety neuropsychological status a psychologist interaction with parents

To cite this article:

Kupriyanchuk M.N., Suslova E.S., Savkina O.M. Features of developing work with preschool children within neuropsychological approach // Preschool Education Today. 2015, Issue 5. P.38–43

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2015, 5

Olga M. Savkina
Neuropsychologist, Scientific Research Center of Child Neuropsychology (Moscow, Russia)

Maria N. Kupriyanchuk
Practicing Psychologist, Scientific Research Center of Child Neuropsychology (Moscow, Russia)

Elena S. Suslova
Ph.D., Neuropsychologist, Scientific Research Center of Child Neuropsychology (Moscow, Russia)

Abstract

The study of the relationship between high level of anxiety and the degree of formation of higher mental functions in primary school children is presented. The high demands of parents to the child without regard to his individual characteristics lead to high levels of anxiety, lack of motivation to learn, underachievement. It was found that children without cognitive impairment often have a high level of anxiety and their neuropsychological status was characterized as low level of units of higher mental functions. Practical experience proves the effectiveness of a systematic approach to correcting the identified deficiency of symptoms in mental functioning, as well as the alignment of the emotional background.