DEVELOPING COGNITIVE SKILLS OF PRESCHOOL CHILDREN THROUGH NEUROPEDAGOGICAL TECHNOLOGIES

Abstract

This study examines the effectiveness of neuro-pedagogical technologies in developing the cognitive skills of preschool children. Drawing on a systematic review of 151 scientific publications from the Scopus database (2005–2025), the research identifies key theoretical foundations and evidence-based instructional approaches that support cognitive development during early childhood. The analysis of highly cited studies highlights the influence of linguistic environment, parental emotional well-being, social factors, and neurobiological mechanisms on the development of executive functions, memory, attention, and language. Geographical mapping demonstrates uneven global research activity, with the highest concentration of studies in countries with developed scientific infrastructure, while thematic analysis using VOSviewer reveals interconnected clusters centered on cognitive development, family environment, preschool education, and neuropsychological assessment. The findings confirm that neuro-pedagogical technologies such as sensory integration, neuro-gymnastics, cognitive training, and brain-based learning are effective and scientifically grounded methods for enhancing cognitive abilities. The study concludes that integrating neuroscience-informed practices into early childhood education is essential for meeting developmental needs and improving learning outcomes in preschool settings