The Neuropedagogical Aspects of Mental and Cognitive Activity in Younger School-Age Children


  • Nataliia Bakhmat Ph D Hab. (Education), Professor, Head at the Department of Theory and Methods of Primary Education, Kamianets-Podilskyi Ivan Ohiienko National University
  • Liudmyla Dzhyhun Ph.D. in Pedagogy, Associate Professor, Associate Professor, Department of Psychology and Pedagogy, Khmelnytskyi National University
  • Maryna Mishchenko Candidate of Science in Psychology, Assistant Professor, Assistant Professor of the Department of Psychology, Pavlo Tychyna Uman State Pedagogical University
  • Olena Polishchuk Doctor of Philosophy, Teacher of the Department of Psychology, Pavlo Tychyna Uman State Pedagogical University
  • Olha Savytska Candidate of Psychological Sciences, Associate Professor, Associate Professor at the Department of Educational Psychology, Kamianets-Podilskyi Ivan Ohiienko National University
  • Svitlana Dorofey 6 Candidate of Psychological Sciences, Senior Lecturer, Kamianets-Podilskyi Ivan Ohiienko National University



Ability, productive development, logical thinking, individual peculiarities, adaptation


This article discusses theoretical angles of investigating the psychological development of younger school-age children and the examination of cognitive processes, due to the fact that each age group is associated with its own predominant activity. The leading activity is distinguished by the formation and alteration of other forms of activity, the restructuring of fundamental cognitive processes and personality development. It might not consume all of a child’s spare time, but it does affect his/her growth during that age. Engaging in learning activities is of paramount importance for young learners. Firstly, it establishes essential relationships between the child and society. Secondly, it serves as the groundwork for developing core personality traits and certain cognitive processes of younger school-age children. The level of success that students in this group attain will significantly determine their well-being and standing in the class. Ukrainian research has outlined various learning challenges commonly experienced by younger school-age children and the psychological factors behind them. Accordingly, learning challenges can be attributed to a lack of attention, inadequate short-term and long-term memory, visual reasoning, mental processes and general intelligence. However, not only children with learning difficulties require an individual approach. Considering the distinct cognitive mental processes of younger school-age children, teachers can create the most favourable conditions for their learning and growth. Therefore, this article aims to study the characteristics of cognitive mental processes in younger school-age children.


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How to Cite

Bakhmat, N., Dzhyhun, L., Mishchenko, M., Polishchuk, O., Savytska, O., & Dorofey, S. (2023). The Neuropedagogical Aspects of Mental and Cognitive Activity in Younger School-Age Children. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 14(3), 182-193.

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