NEUROPHYSIOLOGICAL FEATURES OF PRESCHOOL CHILDREN’S DEVELOPMENT AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

Abstract

This article presents an analytical review of neurophysiological mechanisms underlying preschool children’s development in the context of psychological and pedagogical science. Preschool age is defined as a sensitive period of intensive maturation of the central nervous system (CNS) and higher mental functions. The study examines morphofunctional brain development, synaptogenesis, myelination, neuroplasticity, and interhemispheric integration, emphasizing their role in cognitive, emotional-volitional, and behavioral regulation. The integration of neurophysiological knowledge into preschool education practice is substantiated as a scientific foundation for optimizing educational environments and preventing developmental dysfunctions.