Влияние перинатальных факторов риска на психофизиологические характеристики у детей младшего школьного возраста, проживающих на приарктической территории северо-запада России

Abstract

The necessary level of development of psychophysiological, physiological, school-significant functions at the time of the child's admission to school is the determining condition for the successful acquisition of knowledge and social adaptation. The psychophysiological development of a child depends on various factors that affect him at different age periods. Favorable early stages of the child's ontogenesis determine the timely development of brain structures and the formation of higher mental functions of the body. The effects of negative risk factors, burdened heredity, and the unfavorable course of prenatal development can lead to developmental delays in later periods of ontogenesis. Early identification of damaging factors and elimination of their influence will help to minimize the long-term consequences on the development of the physical and intellectual spheres of life. The aim of the study was to determine the dependence of psychophysiological characteristics on risk factors of the perinatal period in primary-school children permanently residing in the Arctic territory of the Northwest of the Russian Federation. To estimate the prevalence of risk factors for the early development, the analysis of children's medical records and surveys for parents, reflecting the development of the child in different age periods, was carried out. To evaluate the indicators of psychophysiological development, a complex diagnosis was carried out using different methodologies. In the process of the investigation, it was demonstrated that children that have many risk factors in early dysontogenesis get lower rates of speech development and verbal thinking in comparison with children with unburdened anamnesis.