JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Shingis Saparov
Associate Professor of the Department of Psychology
Nukus state Pedagogical Institute named after Azhiniyaz
(Nukus, Republic of Karakalpakstan)
+998 93 487 50 33
Tleumuratova Ayjamal Muratbekovna
1st year of Master's degree
Nukus state Pedagogical Institute named after Azhiniyaz
(Nukus, Republic of Karakalpakstan)
+998936762799
THE ROLE OF THE NEUROPSYCHOLOGIST IN GENERAL EDUCATION
INSTITUTIONS
Abstract
: This article will talk about the role of neuropsychologist in learning with problem
children
Key words
: School, children, neuropsychologist, neuropsychological examination,
neuropsychological diagnosis, neuropsychological correction.
Nowadays children - our future - cause serious concerns for psychologists, teachers,
paediatricians and other specialists, as the number of so-called "problem" children with learning
difficulties in kindergarten and mass school, with behavioural and emotional problems,
somatically weakened and socially maladapted is steadily increasing all over the world.
There are many reasons for this appalling situation: endo- and exogenous factors, the decline in
women's reproductive health, the imperfection of the system of prenatal protection of the foetus,
and the imperfection of the medical system of obstetrics. On the other hand, the fact that this
problem is raised in the press, the increased attention to the child population is one of the most
important manifestations of the democratisation of society.
Why can neuropsychology help in solving these problems? Firstly, because domestic paediatric
neuropsychology has a deep theoretical grounding. [2, 117] It is based on:
Conceptions of functional systems and their heterochronic development;
Conceptions of the relationship between biological and social in child development;
The concept of the zone of proximal development and the theory of interiorisation;
The theory of systemic dynamic localisation of higher mental functions.
The principle of syndromic analysis of HPF.
Cultural-historical approach to the human psyche - orientation in analysing the formation of
mental functions and their disorders not to the disease, not to the defect, but to the development,
to the search in the history of culture for the causes of mental phenomena and ways to
compensate for the defect.
The defect prevents the child from acquiring culture, and the means of culture help the abnormal
child to overcome the defect. Defects in biological development, such as perinatal complications,
genetic pathology or sensory deprivation, which cause delays and distortions in mental
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
development, are usually exacerbated by pedagogical errors or aberrations, leading to difficulties
in learning and adaptation of the child. Conversely, proper psychological support for an
abnormal child significantly compensates for his or her problems. [4, 38]
At the same time, we must always remember that there is no child who does not want to be good!
The neuropsychologist is called upon to determine the causes of the child's difficulties with the
help of a comprehensive neuropsychological examination. For example, behavioural disorders
are often attributed to the fact that the child has been badly brought up at home. The
neuropsychologist makes sure that these are exceptionally rare cases, and often there are
underlying causes of misbehaviour:
Artificially accelerative model of preschool education that does not correspond to the
neurodynamic organisation of the child;
Frightening and irritating sensory impressions;
Unlimited volume of sensory impressions;
Unformed communication skills;
Child exhaustion;
ADHD syndrome.
The list goes on. The nature of learning difficulties, delays in cognitive, speech and motor
development are no less complex.
It is important that the goal of neuropsychological examination "is not a negative characteristic
of the child, but its positive characteristic, which can become the basis of an "educational plan".
It is possible if L.S. Vygotsky's requirements for the examination of a "problem" child are
observed: "separation of fact finding and interpretation; maximum specialisation of methods of
investigation of individual functions ... and dynamic typological interpretation ... and dynamic
typological interpretation of the data obtained in the study for diagnostic purposes."[1, 257]
Lurian methods of neuropsychological diagnostics, unlike psychometric methods, do not
determine the level of learning achieved in the past, but the potential for learning. They are
focused not on the product but on the process of task performance by the child, analysing the
nature of errors or failure of performance. That is, they do not limit themselves to stating a defect,
but analyse which structural-functional component suffers primarily and leads to
underdevelopment of a given ERP as a whole, and determine and create conditions for
improving the efficiency of the child's activity, as well as objectify the dynamics of the functions
developed in the correction course.
Let us consider the main tasks of a neuropsychologist in a general education children's institution:
To carry out tracing diagnostics of development of cognitive activity of the child and its
separate components;
To study individual-psychological features, self-esteem, reactions to failure and ways out of
situations, increased anxiety, unformed communicative skills, interfering with activity or
satisfaction of needs of the personality;
Toreveal and qualify unreadiness of the child for school;
To help the teacher and parents in understanding of strong and weak links of mental
functioning of the child;
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
The neuropsychologist in a general education childcare centre works in close contact with
teachers and educators, but fulfils a leading role in this interdisciplinary collaboration, so the
teachers' familiarity with neuropsychology is essential for the effectiveness of the interaction.
The role of the neuropsychologist is even more important in a corrective-developmental
childcare centre. If, according to L.S. Vygotsky, learning leads to development, then corrective-
developmental education conditions development. "Corrective work should precede the
education of a 'special' child and create those basic systems, those mental structures on which
learning will be built later."[3, 101].
Now very many children need the help of a neuropsychologist in a specialised correction and
development centre. These are:
Children with delays in the development of certain mental functions, including gifted
children;
Children with general psychophysical weakness, who are successful in kindergarten or
school, but achieve this to the detriment of health;
Children witha negative attitude to learning;
Children with insecurity in their abilities, reduced self-esteem;
Children with unformed communication skills and behaviour in a group.
Only complex individualised neuropsychological correction can help such children. Teaching is
a creative process, not a corrective one. It is necessary to understand and overcome all that
prevents the child to live in harmony and harmony with his immediate environment. In a child
with a sad and traumatic experience of failure it is necessary to form and consolidate the
experience of success, confidence in their own strengths and abilities.
Conclusion
: In conclusion, it should be said that there is already a school neuropsychology
service, there are relevant manuals and textbooks. The actual task of today is to create theoretical
foundations and practical services of neuropsychology of preschool age.
References
1. Vigotskiy L.S. Diagnostika razvitiya i pedologicheskaya klinika trudnogo detstva // Sobr.
soch. v 6 t. T. 5., M.: Pedagogika, 1983.
2. Mikadze Yu.V. Neyropsixologiya detskogo vozrasta. SPb.: Piter, 2008 Pilaeva N.M.,
Axutina T.V. Neyropsixologiya i shkola // Vestn. Mosk. Un-ta. Ser. 14. Psixologiya. 2012, № 2.
3. Siganok A.A., Gordon Ye.B. Korreksiya prostranstvennix predstavleniy u detey. // Osobiy
rebenok: issledovaniya i opit pomoshi. Vipusk. 2, 1999.
4. Glozman J.M. (red.) Prakticheskaya neyropsixologiya. Pomosh' neuspevayushim
shkol'nikam. M.: Eksmo, 2010.
