COGNITIVE DEVELOPMENT OF SCHOOLCHILDREN: THE INTERRELATIONSHIP BETWEEN BIOLOGICAL RHYTHMS AND VITAMINS

Abstract

This study examines the interrelationship between biological rhythms and vitamin balance in shaping the cognitive development of schoolchildren. Using a systematic review and bibliometric analysis of publications from 2004 to 2025 indexed in Scopus, the research identifies key physiological, neurocognitive, and nutritional factors influencing attention, memory, and learning performance. The findings demonstrate that disruptions in circadian rhythms particularly reduced sleep quality, misalignment of chronotype with academic schedules, and suppressed melatonin secretion significantly impair cognitive processes, including information processing, concentration, and memory consolidation. Additionally, deficiencies in vitamins D, B6, and B12 were shown to negatively affect neurotransmitter synthesis, brain metabolism, and overall cognitive functioning. The analysis reveals that interest in this topic has grown substantially over the past decade, with notable contributions from circadian biology, neuropsychology, pediatric physiology, and educational neuroscience. Despite this progress, comprehensive studies focusing specifically on school-aged populations remain limited. The study concludes that maintaining stable biological rhythms and adequate vitamin intake can serve as effective strategies for enhancing cognitive performance in educational settings, emphasizing the importance of chronotype-sensitive learning environments and nutritional literacy