Abstract
The article presents a theoretical analysis of the phenomenon of the formation of arbitrary self-regulation in ontogenesis. The difficulties associated with the development of arbitrary self-regulation in preschool children with mental retardation are analyzed. The classification of psychophysiological peculiarities of children with mental retardation in preschool age and their influence on the formation of self-control and readiness for educational activities is given. Based on the study and analysis of sources, the importance of the development of voluntary self-regulation in preschool age in children with mental retardation has been established. The assumptions about the sensitivity of preschool age in the formation of arbitrariness and self-control are substantiated.
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