| dc.description.abstract | The purpose of this article is attracting attention to new reports relevant to learning processes, and initiating
a discussion about the impact of cross-lateralization, including the domination of the left eye and ear, on learning
processes. The second part of the article discusses the specific character of sensitive periods appearing in
the course of a child’s development and the age of a child at which they appear. Each of these periods has been
characterized in a succinct manner. Taking advantage of this knowledge in upbringing and teaching children,
and, above all, in pedagogical therapy and psychotherapy, would be important in modem school. Finally, the
author proposed creating a new sub-discipline of pedagogy, called neuropedagogy, which would be dealing
with taking advantage of the knowledge of brain stimulation and its functioning in pedagogical therapy and
psychotherapy, and also in teaching children and youths.
The first part of this article is devoted to a discussion about the impact of cross-lateralization and the
domination of the left ear and eye on learning processes in children at school age. This discussion is based
upon the knowledge obtained from research conducted at the end of 20th and beginning of 21st century. The
research of A. Tomatis and K. Johansen shows that the domination of one ear has an important role in learning
to write, read and concentrate, and also in speech development, learning foreign languages and emotions. The
authors also draw upon the views of the Russian scientist, Aleksander Luria, who described the way of transmitting
a neural impulse from the dominating ear to the aural centers in the cerebral cortex. In the next part,
the short descriptions of sensitive periods occurring in case of children from birth until the age of adolescence
are provided. Throughout those periods, a rapid growth of the neural networks in the central nervous system
occurs, which provides a possibility to learn quickly. Those periods ought to be used for the stimulation of
a child’s development, and this knowledge is of importance for teachers, parents and psychologists. In the
concluding part of the article, the author puts forward a proposal for creating a new sub-discipline, neuropedagogy,
attempts to define it and consider its tasks. | en_EN |
