Mariya Slav

The article is dedicated to the youngest pre-school children's psychological and pedagogical development of self-adjustment studying in conditions of extra-curriculum education. The article presents the analysis of the definitions of self-regulation and self-adjustment and the processes of mental self-adjustment are named. The main aspects of development conditions of the youngest pre-school children are revealed. The relevance of difficulties in learning activity and the ability of the youngest pre-school children’s self-adjustment is shown.