Keyword: «preschoolers»

this article examines the problem of fostering emotional intelligence in preschool children with hearing impairments. The relevance of this topic stems from the need for psychological and pedagogical support for this category of children in preschool and inclusive education settings. The article presents the theoretical foundations of fostering emotional intelligence, analyzes domestic research on the emotional development of children with hearing impairments, and describes a program developed using interactive gaming technologies. It has been shown that the use of emotion cards, story-based situations, game tasks, digital interactive exercises, and discussions of behavioral options helps develop children's ability to recognize emotions, understand their causes, identify their own experiences, and choose constructive ways to interact. It is concluded that interactive gaming technologies have significant potential as a means of fostering emotional intelligence in preschoolers with hearing impairments.

This article analyzes the factors contributing to the development of dysgraphy in preschoolers with general speech underdevelopment. We have studied how writing works, including both speech and non-speech components. We also reviewed studies on the causes of various types of writing difficulties (dysgraphy). The article presents the data of our analysis, quantitative and qualitative results. As well as suggestions on their practical application for the development of measures for the prevention of dysgraphia.

the article is devoted to the study of language analysis and synthesis in older schoolchildren with general speech underdevelopment. The results of a study on the formation of language analysis and synthesis skills are also presented. The features of language analysis and synthesis assimilation by older preschoolers with general speech underdevelopment are described.

This article examines the main factors affecting the psychological comfort of preschool children in preschool educational institutions. Special attention is paid to the characteristics of the educational environment, as well as the nature of interpersonal relationships that form in children's groups, and the style of pedagogical interaction that determine the emotional state of the child. The article discusses various techniques used by educators and psychologists to reduce anxiety in children. The article substantiates the need to take into account the individual characteristics of each child, including his level of adaptation to the educational environment and emotional stability, which makes it possible to build psychological and pedagogical strategies more precisely. Attention is also focused on the importance of creating a supportive and safe atmosphere conducive to the development of the child, as well as on the need for effective interaction between teachers and parents, which together contributes to improving the psychological well-being of children and creating favorable conditions for their comprehensive development.