Neuropsychological Classes for Preschool Children: A Narrative Review of Kinesiological Approaches

Abstract

This narrative review examines the role of kinesiological exercises in neuropsychological classes for preschool children. Its relevance arises from the growing number of preschoolers who experience difficulties in intellectual, emotional, and motor development. The review aims to: (1) clarify the concepts of sensory integration and kinesiology, (2) examine neuropsychological mechanisms underlying motor skill and spatial thinking development, and (3) evaluate the potential benefits of kinesiological exercises in preschool settings. A narrative review of peer-reviewed literature and methodological sources was conducted across Google Scholar, Web of Science, and PubMed. The reviewed evidence suggests that experiencing learning difficulties, such as problems perceiving information, inattentiveness, problems related to memory or logical thinking may reflect insufficient neurological readiness for cognitive demands. This highlights the critical role of the brain in coordinating and regulating vital bodily functions. When its functioning is less effective, both children and adults may struggle to respond appropriately to external stimuli, underscoring the importance of targeted interventions. Kinesiological exercises appear to be a promising approach for supporting neuropsychological development in preschool children by promoting interhemispheric synchronisation. Physical activity contributes not only to motor development but also to the cultivation of cognitive processes. The article also presents a set of kinesiological exercises suitable for use in preschool neuropsychological classes. However, the evidence base consists primarily of small-sample studies, and further controlled research is needed to establish effectiveness.