Psychological and pedagogical characteristics of left-handed children and the individualization of the educational process

Abstract

The article is devoted to the psychological and pedagogical characteristics of left- handed children and ways of individualizing the educational process. It examines the neurophysiological foundations of left-handedness and the specific features of the development of motor skills, perception, memory, and the emotional sphere in left-handed schoolchildren. The article analyzes typical difficulties that arise when learning to write, read, and count, as well as the risks of forced retraining, which leads to neuroticization and decreased academic performance. The need to take into account the individual profile of lateral organization when structuring learning activities is substantiated. Practical recommendations are offered for teachers and parents: organizing the workspace, selecting teaching methods, creating a favorable psychological climate, supporting the child’s self-esteem, and preserving the child’s natural characteristics.