Abstract
Children in primary school age are characterized by a certain set of age and psychological characteristics that provide the possibility of forming a complex cognitive sphere, including the perception of information, its processing, memorization, the ability to extract and use the information received. At different stages of individual development, the predominance of certain morphofunctional complexes of a developing organism ensures an adequate response to environmental factors at this stage of development. Studying at school involves straining the protective and compensatory capabilities of the body to ensure the learning process in a new social environment for children. The adaptation processes and the success of learning, along with the condition of preserving the health of students, are significantly influenced by both the individual characteristics of the child’s readiness for school, his inclinations and abilities, and the forms of organization of the educational process. The results of a comparative analysis of preschool children engaged in different preschool programs did not reveal significant differences in parameters reflecting the level of development of memory, attention, thinking, which is quite logically explained by the age characteristics of the development of these psychophysiological indicators. More pronounced were the differences in children’s performance indicators, which were determined by L.Y. Anfimov’s proofreading tests and the Koos method. According to both methods, performance indicators were higher in children engaged in a developmental program. More significant differences between the estimated indicators of psychofunctional development of children engaged in different educational programs were revealed in students of grades 1-2. Significantly significant differences were revealed in almost all the estimated parameters, with the exception of memory and thinking.
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