Keyword: «preschool children with disabilities»

The article examines the issue of fostering social activity among preschool children with special educational needs in the context of preschool education. The authors emphasize that social activity is a key factor in the successful socialization of children with disabilities; however, its development is hindered due to the peculiarities of psychophysical development. During the study, an integrative model for developing social activity was designed and tested, incorporating process-based, structural-functional, and competence-based approaches. The research sample included 20 preschoolers with delayed mental development and severe speech disorders. Monitoring results indicated an increase in the level of social activity among the children. The model's effectiveness was confirmed through both quantitative and qualitative changes in children's behavior. The article highlights the practical significance of the proposed approach, its potential for scaling, and its implementation in the inclusive preschool education system.