MUSICAL AND RHYTHMIC NEUROPRACTICES IN WORKING WITH PRESCHOOL CHILDREN

The article explores the potential of musical-rhythmic neuropractices as an interdisciplinary means of supporting the development of preschool children, integrating elements of neuroeducation, music pedagogy, and motor activity. Music and rhythm are considered as mechanisms of neurosensory activation that contribute to the development of interhemispheric interaction, self-regulation, and children’s emotional responsiveness. The paper presents practical experience in implementing rhythmic-motor exercises in the educational environment of a kindergarten, demonstrating their positive impact on attention stability, reduction of emotional tension, and activation of creative self-expression in preschoolers. The relevance of using musical-rhythmic neuropractices within the system of psychological and pedagogical support for children is substantiated.