Proposal for Development of Spatial Functions at Pre-school Age on the Basis of Neuropsychological Analysis of Graphic Activity

Abstract

Child neuropsychology should be considered as a branch of general neuropsychology. Goals and tasks of child neuropsychology depend on a general psychological approach to the development. According to historical and cultural approach, neuropsychology as a science is directed not only towards assessing difficulties and establishing a diagnosis, but also towards creating methods for overcoming developmental problems and preventing such problems. Cultural and historical conception of development allows to study each psychological age according to a predominant type of child’s activity. In case of pre-school age, the predominant activity is a role-play. This activity is extremely useful for child’s development, but not enough for preparation to school. Play activity is performed in groups by communicative and precise material means (toys, objects and symbols). Another kind of useful activity is creative drawing as activity performed at a perceptive level and achieved by perceptive means. The aim of the article is to propose a way for introduction and gradual development of spatial orientation at a perceptive level within the content of original program for drawing. Neuropsychological analysis of drawing activity allows to specify brain mechanisms of the functional system of the action of drawing. The content of the functional system of the drawing action is presented together with the stages for introduction and formation of this action. The authors discuss the usefulness of graphic activity for the development of spatial orientation at a perceptive level. Graphic activity should be broadly used in pre-school institutions as a basic method for formation of spatial analysis and synthesis and prevention of learning disabilities at school.

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