Introduction. This article provides a comprehensive examination of the impact of neurogames on the
development of creative skills in children of the preschool preparatory group. Based on the interconnection between cognitive, emotional, and sensorimotor systems in children aged 5–6, the authors present neurogames as a scientifically grounded tool for activating creative potential. In the context of growing interest in preschool education methods that stimulate brain activity, enhance sensorimotor coordination, and develop imaginative thinking, the implementation of neurogames is viewed as a relevant pedagogical task. Methodology and Methods. The research was conducted in preschool institutions by adapting neurogames to organized educational activities such as “Speech Development”, “Children’s Literature”, “Fundamentals of Mathematics,” and “Introduction to the Surrounding World”. The study applied various methods, including sensory integration, imagination and creative thinking exercises, the “Neuromatryoshka” method, the method for assessing emotional response, as well as correlation and regression analysis to evaluate the effectiveness of the neurogames. Results. The authors empirically confirmed the effectiveness of neurogames in expanding children’s vocabulary, enhancing emotional responsiveness, and stimulating imagination and figurative thinking, achieving positive outcomes. Comparative and quantitative analyses demonstrated that neurogames have a comprehensive positive influence on the development of cognitive, sensorimotor, emotional-volitional, and creative components of activity. Scientific novelty. The results suggest that stimulating brain activity through neurogames is an effective means of fostering creative skills in preschool-aged children. Practical Significance. The presented research is a scientific-practical work aimed at modernizing the content of preschool education and integrating innovative neuropedagogical approaches into educational practice.