Abstract
The article offers analyzed results of an experimental study that involved children of early and junior preschool age performing tasks of a diagnostic technique that allows identifying in preschoolers of this age category the level of formation of visual-motor functions, the development of which is necessary when forming elementary mathematical concepts in preschoolers. Analysis of the results allowed us to conclude that it is necessary to create conditions for a subject-specific developmental environment, the interaction of specialists, teachers and parents in psychological and pedagogical work on the development of visual-motor functions and the prevention of dyscalculia in preschool age. The article defines the concept of “dyscalculia” and emphasizes the need to create and implement the most effective technologies for correctional work on the formation and development of visual-motor functions in the system of psychological and pedagogical work aimed at preventing dyscalculia in children of this age category.
Published Version
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