FEATURES OF PSYCHO-PEDAGOGICAL INTERVENTION WHILE WORKING WITH PRE-SCHOOLERS HAVING LEARNING DISABILITIES

Abstract

Early childhood is a pivotal stage for addressing learning disabilities in pre-schoolers. This article delves into the core components of psycho-pedagogical interventions for this demographic, highlighting key findings and strategies.
 Within the frame of this study, it is aimed to clarify the main tasks of preschool institutions and ensure the socialization of children in preschool settings with peers and adults. At the same time, the preschool institution should ensure the education of children with learning disabilities. Systematic, special psycho-pedagogical interventions are necessary to implement the latter.
 The development of a child with a learning disability is carried out in the process of active pursuit and in many cases depends on the organization of his life, the precise daily routine, the system of education and professional intervention. It is important to systematically carry out counseling and remedial developmental assistance for children and parents, as well as to warn about the possibility of secondary disorders of physical and mental development, to socialize the child promptly.