THE PRACTICAL POTENTIAL OF A. BANNIEL’S «NEUROMOVEMENT» METHOD FOR THE HOLISTIC DEVELOPMENT OF YOUNG CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
DOI:
https://doi.org/10.32782/2787-5137-2026-2-4Keywords:
children in early childhood, special educational needs, the Neuromovement Method, neuroplasticity, holistic development, pedagogical interactionAbstract
Introduction. This article presents a pedagogical interpretation of the practical potential of Anat Baniel’s Neuromovement Method for supporting the holistic development of children in early childhood with special educational needs (SEN). The article is based on an analysis of contemporary Ukrainian and international studies on neurodevelopmental approaches to supporting children with SEN, which provides the scientific context for examining the practical potential of this method. Particular attention is given to the practical potential of the nine principles of Anat Baniel’s method and to their application in the collaborative work of professionals and parents aimed at supporting the holistic development of children in early childhood with special educational needs. The aim of this article is to provide a pedagogical interpretation of the practical potential of Anat Baniel’s Neuromovement Method and to identify possibilities for applying its ideas in the collaborative work of professionals and parents aimed at supporting the holistic development of children in early childhood with special educational needs. The scientific novelty of the study lies in the author’s pedagogical interpretation of the nine principles of the Neuromovement Method within the context of contemporary special education and in their elaboration into practical recommendations for professionals and parents of children in early childhood with special educational needs. The study also substantiates the possibility of considering these principles as a source of contemporary pedagogical approaches that support natural learning mechanisms, the child’s active participation in their own development, and individualized adult–child interaction. Conclusions. The study demonstrates the considerable practical potential of Anat Baniel’s Neuromovement Method for understanding contemporary approaches to the holistic development of children in early childhood with special educational needs. A pedagogical interpretation of the nine principles of the method enables their use as practical guidelines for organizing interaction between professionals, parents, and the child, supporting the child’s natural activity, and creating conditions for the realization of neuroplasticity. The proposed approach expands the possibilities for integrating contemporary neurodevelopmental concepts into psychological and educational support for children in early childhood with special educational needs.
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