RESEARCH OF SENSORIMOTOR MECHANISMS UNDERLYING THE FORMATION OF EDUCATIONAL SKILLS AND ABILITIES IN STUDENTS OF GENERAL EDUCATION ORGANIZATIONS

Abstract

The formation of educational skills and abilities in students is a complex neurocognitive process that depends not only on intellectual functions but also on the integrity and development of sensorimotor mechanisms. In recent decades, interdisciplinary research at the intersection of pedagogy, neuropsychology, and biology has demonstrated that learning is deeply embodied, involving coordinated activity between sensory systems, motor functions, and higher cortical processes. This study investigates the sensorimotor mechanisms underlying the development of basic educational skills—such as reading, writing, calculation, attention regulation, and self-control—in students of general education organizations. The research integrates neuropsychological theory, biological principles of brain development, and pedagogical practice.

A mixed-methods research design was employed, combining neuropsychological diagnostics, classroom-based pedagogical interventions, and qualitative observation. The study involved students aged 9–14 and focused on the implementation of sensorimotor-based instructional strategies during regular classroom lessons. The findings reveal that targeted sensorimotor stimulation significantly enhances cognitive engagement, learning motivation, and academic performance. The results support the idea that educational skills are formed through the dynamic interaction of perception, movement, and cognition. The study highlights the pedagogical value of integrating sensorimotor approaches into everyday teaching practice and provides practical guidelines for teachers