The Brain in Preschool

Preschool attendance is a great way to kick learning into high gear from basic concepts to building the stamina to hang out in a school building without parents for an increasingly long period of time. Amongst the standard needs to be successful in preschool (access, food, housing, safety) there is a key figure: the development of the brain.

In a new article from the New Renaissance International Science Journal, Dr. Yaldasheva Dilshoda To’Iqinovna outlines the importance of neuropedagogy in the preschool setting. The role of brain development is already considered to an extent when designing materials and lesson progression in those early school days, but a more targeted approach to individual student brains can improve outcomes. Factors he considers are brain development, attention and memory, emotional-motor development, individual approach, learning strategies, and environment. Bringing these considerations together can deepen cognitive activity, support individual development, and improve the effectiveness of education.

Thinking about early education through the neuroeducational lens (integrating neuropsychology, neurophysiology, pedagogy, and related disciplines) are especially important for students who already have, or potentially could have, a disability designation. If a child has an atypical brain (like those with a CVI), approaching them as typical can be particularly damaging in their acquisition of knowledge and demonstration of skills.

For more information, check out the article and the amazing resources it contains at https://doi.org/10.5281/zenodo.15693606.